The instructional programs educators design to help English Learner (EL) students work toward English proficiency look different in schools across the United States. This is due in part to the variety of approaches K-12 educators take to important questions such as: Should the program foster bilingualism or focus solely on English? Should ELs…

This article describes the development and implementation of a pilot program to prepare teachers seeking New York state certification as school district administrators, by assigning them as administrative interns to a school district. The superintendent of a large urban school district and the director of a college program to prepare school…

Commissioner's Rules Concerning the State Plan for Educating English Language Learners (ELLs) states that all school districts that are required to provide bilingual education and/or English as a second language (ESL) programs establish and operate a Language Proficiency Assessment Committee (LPAC). The LPACs are charged with reviewing all…

This volume builds on Fortune and Tedick's 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new…

This document provides guidelines for the inclusion of English Language Learners (ELLs) in K-12 assessments. Twenty questions and answers are provided, along with a list of references. The following are appended: (1) Placement Tools for English Language Learners; (2) Definitions; (3) Typical Bilingual Program Designs; (4) Typical ESL Program…