Conor P. Williams and Leigh Mingle believe it’s high time to move past warmed over reading wars For all the years of talk about “reform” and “disruption” and “reinvention” in K–12 schools, it’s sometimes striking how little has changed in public education over the past several decades. Most classrooms are still organized to face a […]

When Congress strengthened Title III in the early 2000s, the focus was helping students acquire English and access academic content. That goal remains important, but the classrooms of 2026 look very different from those of 2001.

Last year's formula funding delay has prompted some districts to budget more cautiously.

Arizona bilingual preschool policies rank among the nation's worst despite high bilingual student populations

TESOL and NABE join forces to host this month's 2026 Advocacy Action Days in Washington, D.C.

Güílamo

Learning English is always difficult. But current aggressive approaches to immigration policy are creating more barriers for learners and the programs that serve them than ever before in Appalachia and beyond.

Experts examine what research tells us about advancing literacy for students who are learning in more than one language

The state has laid out a vision for supporting students through the English Learner Roadmap but too many teachers are left without enough training or support to turn this policy into practice.

When oracy is embedded, students move from answering to reasoning, from participation to contribution, and from silence to voice.

It’s been over a decade since parents and school districts sued New Mexico for failing to provide a sufficient education to Native American students, low-income students, students with disabilities, and English language learners

After seeing his son thrive in Willard Elementary’s Two-Way Immersion program, Marc Zarefsky wanted Evanston/Skokie School District 65 to expand bilingual education programs, not scale them back. For Zarefsky, the district’s decision to close two bilingual programs was a step in the wrong direction, he said.   At the end of the academic year, Distric

David Young, the CEO of Participate Learning, shares evidence for dual language programs supporting school attendance.

Springfield Public Schools is cutting Dual Immersion at Hamlin Middle and Springfield High due to budget shortfalls.

Conor Williams on what schools need to do to meet the need and face down a sustained federal assault on K-12 linguistic and cultural diversity.

New national survey data from this spring found increased absences due to immigration enforcement.

San Francisco is home to a large Cantonese-speaking population, with over 75% of Chinese speakers in the San Francisco Unified School district using Cantonese at home. There’s demand but no supply, with the Cantonese learning pipeline being cut off after K-8 despite a need for translated public services.

Each year, about 160,000 new California students are identified as English Learners. How and when these students are reclassified as English proficient is a key factor in their academic progress, yet many have likely been held back due to criteria that are overly subjective and onerous. We offer five recommendations to improve reclassification for this large population of students.

The Education Department notified Congress in February of its plans to dismantle OELA.

María Jesús Abilleira discusses what the changes mean and why the instructional approach matters Starting in fall of 2026, the AP® World Language and Culture exams are changing in ways that go well beyond format adjustments. Across Spanish, French, German, Italian, Chinese, and Japanese, the College Board is introducing a Project component that accounts for 35% of each student’s total score. Students must research a topic announced in January of the exam year, deliver a structured oral presentation, and respond on the spot to four questions from a recorded interlocutor. There is no script, no previewed question set, and no

Hearing and practicing language leads to stronger literacy skills.

Millions of families across the United States are navigating one of the most complex systems in public education the special education process without the tools they need to do it effectively For Spanish speaking families the challenge is even greate

Kate Kinsella provides proven practices for ensuring all students are prepared to contribute and listen actively within bilingual, ELD, and content-area coursework The Need for Re-engaging Language Learners Socially and Academically Since the pandemic, K-12 educators have made earnest efforts to provide safe and supportive havens for re-engaging young scholars who suffered tremendous learning loss and social isolation. English learners enrolled in diverse programs, whether bilingual or general education, count among the youths who were most victimized by distance education. The prolonged social isolation they experienced interrupted their development of English language, foundational literacy skills, and subject matter knowledge (Sugarman