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Fifty Definitions of English Learner: A Proposed Solution to Inconsistent State-by-State Systems in the United States for Classifying Students Who Speak English as a Second Language
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In: Educational Considerations (2022)
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| 2 |
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
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In: Annotated Bibliographies (2022)
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| 3 |
The Language of Power: An Investigation of How the Macropolitics of Education Policy Affects the Micropolitics of Schooling English Learners
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In: Theses and Dissertations--Education Sciences (2022)
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| 4 |
Student Centered Language Teaching: A Focus on Student Identity
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In: All Graduate Plan B and other Reports (2022)
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| 5 |
Social Justice in the Language Classroom Series: Argentina
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In: Early College Folio (2021)
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| 6 |
An Evaluation of One School's Reading Program to Support Struggling Readers Through the Use of Data
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In: Dissertations (2021)
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| 7 |
Building Support Systems for High School English Language Learners: A Developmental Program Evaluation
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In: Dissertations (2021)
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| 8 |
Response to Intervention 2 EasyCBM and AIMSweb Intervention Programs How They Relate to Student Growth
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In: Electronic Theses and Dissertations (2021)
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| 9 |
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
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In: Annotated Bibliographies (2021)
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Abstract:
Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 100 annotations from both recent and seminal literature (released between 1994–2018) that have significant implications for policy and practice for English learner (EL) schooling and academic achievement. The purpose of this annotated bibliography is to serve as a resource for educators and advocates who are working for equity and justice for ELs. The Center for Equity for English Learners conducted a review of empirical and theoretical articles from peer-reviewed journals, as well as books, book chapters, and reports from leading scholars in the field. This annotated bibliography is not meant to be an exhaustive list of research in the field and is intended to capture a wide breadth of topics. The annotations are organized into the following15 topics: academic achievement and assessment, biliteracy and bilingualism, course access, designated English language development (DELD), early childhood education and dual language learners, English language and literacy, identification and classification, integrated English language development (IELD), leadership, policy, program models, school-family-community engagement, students with disabilities, and teacher preparation & professional development. Each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords that provide additional information for readers. ; https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1000/thumbnail.jpg
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Keyword:
and Multicultural Education; and Research; Bilingual; Educational Assessment; Evaluation; Language and Literacy Education; Multilingual; Teacher Education and Professional Development
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URL: https://digitalcommons.lmu.edu/cgi/viewcontent.cgi?article=1000&context=ceel_annotatedbibliographies
https://digitalcommons.lmu.edu/ceel_annotatedbibliographies/1
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| 10 |
The Policy Feedback Loop: Exploring English Learner (EL) Policy, Policy Implementation, and the Relationship between Policy, Research, and Practice
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In: Doctoral Dissertations (2021)
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| 11 |
The Predictive Role of Grapho-Morphological Knowledge in Reading Comprehension for Beginning-Level L2 Chinese Learners
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In: Modern and Classical Languages, Literatures and Cultures Faculty Publications (2021)
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| 12 |
Investigando los Éxitos y las Dificultades de Implementar un Programa de Inmersión Dual a Través de las Perspectivas de Tres Administradores
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In: World Languages and Cultures (2020)
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| 13 |
Etymologies of Chinese Hànzì and Japanese Kanji: Explanations on Liùshū 六書 and Rikusho 六書
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In: Chinese Language Teaching Methodology and Technology (2020)
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| 14 |
Cuban Immigrants’ Experience with Acculturation and How They Cope in the United States
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In: Dissertations (2020)
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| 15 |
A Step Toward the Assessment of English as a Lingua Franca
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In: English Publications (2020)
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| 16 |
Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study
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In: Reports (2020)
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| 17 |
21CLEO: First Year Recap
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In: 21CLEO Research Project Blog Posts (2020)
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| 18 |
All in One Place: References Cited in 21 CLEO Work
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In: 21CLEO Research Project Blog Posts (2020)
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| 19 |
Persona Development as a Research Tool
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In: 21CLEO Research Project Blog Posts (2020)
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| 20 |
Persona Development: Unpacking the Process
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In: 21CLEO Research Project Blog Posts (2020)
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