Patricia Gándara, a research professor and co-director of the Civil Rights Project at the University of California, Los Angeles, says that researchers’ overemphasis on English-language-learner reclassification, the time it takes for ELLs to be deemed English proficient, has hamstrung efforts to answer a more important question: What does it take to be a competent, high-quality teacher for ELLs?
For more information on the topic, here’s a link to Education Week’s special report, Teaching America’s English-Language Learners.
Teaching English-Language Learners: What Does the Research Tell Us?
Building ELLs’ Early Literacy is Crucial
Home School Connections Help ELLs and Their Parents
Quality Learning Materials Are Scarce for English-Language Learners
For Stalled ELL Students, Graduation is Often an Elusive Goal
A version of this news article first appeared in the Learning the Language blog.