This article describes the development and validation of a new observation instrument, the Scaffolding Observation Protocol for

Translation technology has become ubiquitous in multilingual classrooms without evidence-based implementation guidance.

This fact sheet provides information about language instruction educational programs (LIEPs) supported by Title III funds for English learners (ELs) that can be categorized as Dual Language Programs (DLP).

This article explores the critical role of phonological awareness (PA) in early reading development with a focus on young multilingual children. PA, the ability to detect and manipulate sounds in spoken words is essential for literacy acquisition and is highly responsive to instruction.

Each year, states report the five most common languages spoken by English learners (ELs), along with the number of ELs who speak each language. This fact sheet summarizes the most commonly spoken languages in School Year (SY) 2022–23.

The NCEL Teacher Education Digest synthesizes what works in teacher preparation for EL/EB literacy: from coursework that builds bilingual/second-language pedagogies to clinical experiences that turn knowledge into classroom practice.

For the more than five million K–12 students in the U.S.

In California, about 40% of all K–12 students come from homes in which a language other than English is spoken; most of those students receive English learner services for some period of time until they gain English proficiency.

Neoliberal ideology and an overemphasis on generating quick results dehumanizes higher education community engagement by overlooking the multiple roles and identities of boundary spanners, individuals engaged in community-based scholarship.