Education Week's top English-language learner stories on 2019 explored who's teaching the nation's English-learners and the struggles those educators encounter on the job, how the Trump administration's immigration policies affected students and their families and examined why more schools in the United States are embracing bilingualism.
Recently in ELLs With Disabilities Category
December 31, 2019
June 18, 2019
Two new resources aim to help educators determine whether English-learners' struggles in schools stem from learning disabilities. Experts say educators often struggle to identify these students and to steer them to the right services.
May 23, 2019
A new study that sought to examine learning conditions across the country for long-term English-learners found that 1 in 5 of the students are highly mobile, and may not have access to consistent language support as a result.
March 30, 2018
A Lehigh University researcher found that some educators though bilingualism was "too lofty a goal" for English-language learners with disabilities.
June 08, 2017
Advocates argue that New Mexico's constitution requires the state to provide an adequate public school education for all school-age children. Two civil rights organizations will make their case in court in a trial that begins next week.
February 28, 2017
In a wide-ranging report on the state of education for ELLs, one theme is consistent: The nation's public schools must devote more resources and research to educating students who aren't native English speakers.
October 17, 2016
A recently released report on English-learner reclassification patterns may hold value for ELL educators and policymakers across the nation.
September 23, 2016
The guidance, which is non-binding, covers a range of fiscal and monitoring issues in Title III.
August 05, 2016
Advocacy groups and researchers are taking a deeper look at what changes may be on the horizon for English-language learners and the people responsible for educating them.
June 06, 2016
States and schools often have trouble drawing distinctions between English-learner students who struggle with the language and those who have learning disabilities.