This report provides findings on language access policies, plans, and procedures in Supplemental Nutrition Assistance Program (SNAP) agencies in four States at the State and local agency levels: (1) Massachusetts, (2) New Mexico, (3) North Carolina, and (4) Washington. The study team conducted case studies in each site--interviewing State and…

Purpose: The purpose of this study was twofold: (a) to describe how the language diversity (i.e., the within-group variability in dual-language skills) of Latino dual-language learner (DLL) preschoolers was related to their science readiness skills and (b) to describe the importance of language of science instruction for Spanish-dominant children.…

The Supplemental Nutrition Assistance Program (SNAP) and Nutrition Assistance Program (NAP) Language Study is providing the Food and Nutrition Service (FNS) with a comprehensive understanding of the language landscapes that SNAP and NAP agencies operate in as well as the policy and operations landscapes for limited English proficiency (LEP)…

Language teacher identity has been studied in several contexts in English Language Teaching (ELT) field; however, looking at language teacher identity in a United States context in which teachers from other countries teach their native languages as a foreign language has been a rare topic so far. Therefore, this phenomenological qualitative study…

Despite the increasing number of the North Korean refugees in South Korea every year, there have been few studies of the language-support programs for their resettlement. This study uses a micro-language planning perspective to examine how the resettled North Korean refugee students respond to the government-level language-support programs by…

This report, based on a 1986 survey of 1,000 new citizens, describes barriers to the naturalization process, efforts currently under way in California to overcome them, and possible future actions the Immigration and Naturalization Service (INS) and community groups might undertake to assist in streamlining the process. The following key points…

The Adult Education Program Study (AEPS) was conducted to provide comprehensive information about federally funded adult education programs and the skills of participants enrolled in those programs. The study had two primary goals. The first was to gather and disseminate information about the programs that constitute the adult education system in…

In 2001, the U.S. Department of Education and the Ministry of Education in China entered into a bilateral partnership to develop a technology-driven approach to foreign language learning that integrated gaming, immersion, voice recognition, problem-based learning tasks, and other features that made it a significant research and development pilot…

Previous work by the National Center on Educational Outcomes (K. Liu, Koo, Barrera, & Thurlow, 2008) documented that principals in 10 "successful" middle schools (defined as those making Adequate Yearly Progress (AYP) with ELLs and students with disabilities) were knowledgeable and concerned about the special education referral…

This report describes an extensive field test of the Bilingual Education Evaluation System (BEES) used to evaluate local level bilingual education projects. Because such projects will usually not be able to implement a traditional true or quasi-experimental design, BEES employs a "gap-reduction" evaluation design that is easily…

The activities of the New England Multifunctional Resource Center for Language and Culture in Education (MRC) are reported for October 1, 1992 through July 31, 1993. The MRC is a federally funded program of training and technical assistance for educators of limited-English-proficient (LEP) students in the New England area. A consortium of Brown…

The purpose of this paper is to examine the benefits of early childhood education (ECE) for children whose proficiency in English is limited. Specifically, the paper (1) defines the basic characteristics of limited English proficient (LEP) children; (2) discusses educational risk factors and preschool enrollments of LEP children; (3) presents the…

The goal of the East Texas State University Elementary Secondary Education Act (ESEA) Title VII Bilingual Education Project was to improve the education of limited, and non-English speaking, students in North Texas area schools. This was accomplished by training undergraduate bilingual teachers, in-service teachers (masters program),…