State education leaders have often been at loggerheads with federal officials over the rights of the state's English-language learners.

Authors of the Pew Research Center Hispanic Trends report say the findings indicate that bilingualism and preserving heritage languages are important in the United States' Hispanic community.

One video shares the story of 4th grade student Gian Carlos, an ELL newcomer from Colombia, who's fluent in Spanish, but has little experience in English.

In a study of the Houston Independent School District, English-language learners in two-way dual-language programs had higher Spanish reading scores and consistently higher English performance in grade 5 than their ELL peers who were not in dual language.

The Migration Policy Institute and Middlebury Interactive Languages released separate reports on the topic this week. Their findings diverge on several key points.

The U.S. Department of Education is taking the unusual step of giving a single, tribal school flexibility from mandates of the No Child Left Behind Act.

The district is reaping the benefits of its expanding commitment to bilingual education, but the graduation rates and state test scores of language-learners are still falling below expectations.

A Wisconsin district has increased its percentage of Native teachers and is seeing improved outcomes for students.

Amid growing criticism of his "extended foreign language" program, Superintendent Alberto Carvalho will convene a task force to develop proposals that could roll out during the 2016-17 school year.

The focus has shifted from "the whats of language," namely vocabulary and grammar, to "doing" with language by engaging with academic content, said Kenji Hakuta, a Stanford University professor.