CSI - Research on ELLs
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Current research pertaining to policies, classifications and closing the achievement gap for English Language Learners.
English Language Learners: A Policy Research Brief produced by the National Council of Teachers of English (English Language Learners, 2008)
Produced by the National Council of Teachers of English, this brief provides a short, helpful summary of the statistics, policies, challenges and teaching strategies concerning the ever-growing population of English Language Learners in our country's schools.
Processes and challenges in identifying learning disabilities among students who are English language learners in three New York State districts (Institute of Education Sciences, February 2010)
Using interviews with district and school personnel, and documents from state and district websites in three districts in New York State, the study examines practices for identifying learning disabilities among students who are English Language Learners and the challenges that arise.
Reducing the Over-Referral of Culturally and Linguistically Diverse Students (CLD) for Language Disabilities (NABE Journal of Research and Practice, 2:1 Winter 2004)
This paper presents a conceptual framework for preventing the inappropriate referral of culturally and linguistically diverse (CLD) students for language disability related services. When general education teachers mistake second-language acquisition-associated phenomena (SLAAP) for language disabilities, it starts a referral process that can lead to inappropriate placement. This paper provides suggestions and strategies and advocates for teachers to be trained to accommodate CLD students appropriately.
Rethinking Policies and Procedures for Placing English Language Learners in Mathematics (NABE Journal of Research and Practice, 2:1 Winter 2004)
This study investigates the successes and challenges educators and parents encountered when placing ELLs in middle school mathematics, and also analyzes policies and procedures implemented by a school. It explores contradictions between school distric policies and procedures followed by the school.