Larry Ferlazzo, a teacher of English-language learners at Luther Burbank High School in Sacramento, Calif., featured me today in a Q&A


The governing council of the American Educational Research Association has passed a resolution saying it won't hold meetings in Arizona until its new controversial immigration law is rescinded or the organization reexamines the issue.


Arizona's department of education is requiring some school districts to reassign teachers with heavy accents or ungrammatical English to classes where they won't be teaching English-language learners, according to The Wall Street Journal.


Charlene Rivera, a member of the Working Group on ELL Policy, argued for the common standards process to give more attention to ELLs at a Senate hearing on the ESEA.


The National Council of La Raza and Population Reference Bureau have compiled statistics about Latino children's presence in this country and their well-being to make the case that this group of children deserve focused attention by policymakers.


The next two weeks bring three chances to participate in free live events offering information either about English-language learners who have disabilities or how to implement "response to intervention" with ELLs.


The New York Times provides a collection of lesson plans and ideas on how to teach about immigration through The Learning Network.


Gaps in social, economic, and legal status are greater between different immigrant groups than between native whites and blacks in the United States, according to two researchers at the University of California, Irvine.


Linda Greenhouse protests the enactment of an anti-immigrant law in Arizona by speculating how undocumented school-age children in this country might be treated if the U.S. Supreme Court hadn't ruled in favor of scuh children in Plyer v. Doe in 1982.


On May 5, Education Week will host a free Web chat featuring two researchers who specialize in how to implement "response to intervention" for English-language learners.


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