REL West Research Digest (May 2014): Taking a Closer Look at English Learner Subgroups Whose Achievement Stalls Out
Produced by REL West
What are the characteristics of particular groups of English language learner (ELL) students who stall out in their academic achievement, their English language proficiency, or both? In this issue of the REL West Research Digest, Eric Haas, Senior Research Associate at WestEd, discusses the findings of a study designed to address this question.
This newsletter issue also includes:
- Information about Common Core State Standards (CCSS) events focused on English learners and their teachers
- Expert perspectives on CCSS instruction and assessment
- A recommended list of publications on ELL student teaching and learning
"Lively and highly readable... teachers are presented as reflective practitioners...many practical suggestions and examples...aimed at supporting English learners [but] equally valuable for all learners." — Dr. Pauline Gibbons
Is your two-way immersion classroom truly balanced? Find out in this archived webinar, where you will learn about the research supporting two-way immersion programs' success in improving outcomes of Latino English language learners.
English language learner students at the secondary level can learn rigorous content and academic English language skills much more quickly than educators have traditionally believed. Read about an instructional approach designed to help achieve this goal.
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