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.
English Learners
Interview with Karen Beeman: On the Development of Biliteracy
Amaya Garica discusses biliteracy with Karen Beeman. This is part one.
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?
Education Reform’s Blind Spots…And How to Address Them
A semi-unified theory explaining why education reform is running out of steam.
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.
Dual Language Learners Reader Post #9: How Have NCLB and RTTT Impacted Education for DLLs/ELLs?
The Obama Administration has actively pushed education priorities through various federal policy levers.
Dual Language Learners Reader Post #8: What Do English-Only Laws Mean for DLLs/ELLs?
States’ “English-Only Laws” promised to support DLLs’ linguistic development. Their failure is provoking a response.
The Effects of NCLB Accountability on ELLs
Senate’s bipartisan Every Child Achieves Act may be on the Senate floor soon. If it succeeds, the federal government’s role will shrink.