Democrats in Congress are pushing legislation to help increase the skills and knowledge of teachers who work with English-learners, including how to identify and teach ELLs with disabilities and how to promote family and community engagement.
In this sixth installment on the growth in dual-language learning, an expert argues that true dual-language education is not just learning how to speak another language. The experience provides an opportunity to immerse a student in both language and culture.
In this fifth installment on the growth in dual-language learning, the executive director of the BUENO Center for Multicultural Education at the University of Colorado, Boulder., says districts should focus on the what students and their families need, not what educators want.
In this fourth installment on the growth in dual-language learning, the director of dual-language education in Portland, Ore., says schools must have a clear reason for why they are offering dual-language instruction.
In this third installment on the growth in dual-language learning, one expert says broad access to programs is important, but that students need an early start to reap the benefits.
In this second installment on the growth in dual-language learning, one expert advises schools to take a year to plan a new program and commit to a K-12 endeavor to teach students to read, write, and speak fluently in two languages.
Florida is the only state without an Every Student Succeeds Act plan approved by the federal education secretary. Two civil rights groups say things should stay that way, for now.
English-learners are over-represented among students in U.S. schools who read at below basic levels. A review of 54 studies found that shared book reading can produce a "significant, positive" effect on ELL student outcomes.
School districts have struggled for years to find qualified bilingual and ELL-trained teachers, especially in immigrant-rich communities. New data shows the problem may not be going away anytime soon.
A new report makes the case that English-learners have a shared definition, but programs should be designed to meet their specific needs.