A Changing Portland, A Changing District: Language Diversity in the Centennial School District (Part One)
The language diversity in Centennial School District is a testament to the demographic changes the city has undergone.
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Project GLAD: So Much More to Learn
GLAD began as a series of instructional strategies developed in the 1980s to teach academic content to ELLs.
Bipartisan ECAA Doesn’t Go Far Enough to Guarantee Equitable, Quality Education for All
In a surprise act of bipartisanship, the Senate passed the Every Child Achieves Act (ECAA), with re-authorization of No Child Left Behind.
Interview with Karen Beeman: On the Development of Biliteracy
Amaya Garica discusses biliteracy with Karen Beeman. This is part one.
How Early Education Can Reduce Special Education Placements
In most American schools at least one out of every ten students will be classified as special needs.
The Difficult Path to Implementing Language Access for ELL Students
The Language Access amendment intends to create accountability provisions for D.C. agencies to fully implement the Language Access Act.
Dual Language Learners Reader Post #10: Preparing Educators to Work with DLLs
How are we preparing teachers to work with dual language learners? Can we improve?
Funding Education for Our Youngest Learners
Less than one third of South Carolina’s low-income children receive publicly subsidized early care and education.
An Amendment to ECAA to Investigate the Identification of DLLs in Early Childhood
Research suggests that identifying DLLs early can support better linguistic and academic outcomes for them in the long run.
Addressing Bilingual Teacher Shortages in Connecticut
One of Connecticut’s central challenges has been recruiting and retaining qualified teachers for its ELL programs.