For a wide variety of people learning English in the United States--referred to as multilingual learners (MLs) in this report--community colleges provide access to key educational programs.

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

This report explores strategies to address the challenges faced by highly mobile youth (HMY) — students experiencing homelessness, foster care, migrant mobility, and juvenile justice involvement.

This Focus Bulletin describes how WIDA approaches the design and development of language proficiency tests for kindergarten multilingual learners.

Rural schools often operate with limited access to academic, social, and mental health resources—constraints that can make it difficult to fully support student success. In California’s West Kern County, a cross-district collaborative took a unique approach.

Adult education programs play a critical role in preparing immigrants and New Americans (multilingual learners) for employment by building English language skills and supporting workforce preparation and training.

Part one of this four-part infographic series introduces Recommendation 1 from the What Works Clearinghouse Practice Guide, Teaching Academic Content and Literacy to English Learners in Elementary

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).

Parents hear all the time that it’s important to read to kids. But why exactly is that? The benefits of reading together go far beyond learning to read.

Students with disabilities (SWDs) and English learners (ELs) represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations.