The National Literacy Panel on Language Minority Children and Youth systematically and rigorously examined the research on acquiring literacy in a second language.
A significant and growing English learner (EL) population attends public schools in the United States. Evidence suggests they are at a disadvantage when entering school and their achievement lags behind non–EL students.
Using the evidence that reading comprehension supports vocabulary development and that vocabulary development supports reading comprehension, the authors describe the relationship between these two processes as one of reciprocal causation.
This report compiles findings related to how long it takes English language learners to become proficient in speaking English and how long it takes them to master enough English to be successful in classrooms where all academic content is in English.
This overview from the National High School Center examines the roles of states and school districts in supporting English Language Learners.
In what serves as a response to Samuel P. Huntington';s Who Are We?
This report from the Migration Policy Institute examines the increasing population of ELLs.