Resource Library

In Part II of the podcast Dr. Julie Lara presents on the Texas Education Agency’s efforts to implement asset-oriented labels and programing and Patricia Sandoval-Taylor discusses English learner programs and pathways within Tucson Unified School District.

Utilizing Utah state data, the aim of this study is to examine the association between language program types programs (dual language programs [DLI], sheltered instruction [SEI], and English as a second language [ESL]) since first grade and third-grade basic literacy skills of Spanish-speak

Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services.

This paper presents evidence of the effects of dual language immersion (DLI) programs on the academic outcomes of students in elementary grades.