English Language Learning

Making Science Accessible to English Learners: A Guidebook for Teachers is for science teachers who have ample knowledge of science standards and concepts, are comfortable with basic teaching and classroom management methodologies, but may have had limited preparation for teaching science in classrooms where at least some students are also English learners. The book offers science teachers practical guidance and some powerful, concrete ways to help the English learners in their classrooms better learn the language and processes of science.

The Center on Instruction has a three-part series on the education of English language learners:

• 1st in Series: Research-Based Recommendations for Instruction and Academic Interventions provides evidence-based recommendations for policymakers, administrators, and teachers in K-12 settings who seek to make informed decisions about instruction and academic interventions for ELLs.
  

This book elucidates the life journeys of academically successful migrant students. It provides insights into the factors that lead to success in language minority children. The authors develop the lessons of student success stories into recommendations for schools and for educational policy.

Twenty percent of children in the U.S. now live with at least one foreign born parent. Children in immigrant families are deeply rooted in the U.S. (four in five are American citizens). Nearly one-half speak English fluently in addition to another language at home. At the same time, many young children in immigrant families would benefit from quality early education programs to further their integration into American society. Children in immigrant families are less likely than children in native-born families to be enrolled in early education programs which can foster their language integration and school readiness.