English learners are entitled to participate meaningfully and equally in educational programs. The Every Student Succeeds Act (ESSA) includes provisions to ensure success for all students, including English learners. However, the federal government does not prescribe specifically how states should meet these provisions; instead, it is the…

This article examines the Spanish proverb, "quien habla dos idiomas vale por dos," which literally translates to mean he who speaks two languages is worth two people and applies its meaning to immigrant children who are language brokers for their families. Historically, the United States has not promoted multilingualism and even frowned…

Recent studies of Indigenous educational leadership have contributed instructive conceptual insights to decolonize public schools. Building on these theoretical insights, we investigate the organizational and policy constraints leaders face when attempting to enact decolonial strategies. Combining "safety zone theory" and Critical Policy…

Global awareness is discussed through the experiential learning of six teacher candidates and six teachers on a Fulbright-Hays study abroad program to Israel. The participants focused their learning on four key aspects of global education; multilingual communication -- to enhance a world view, historical layering -- to understand the peripheries…

Simply put, children with poor English skills are less likely to succeed in school and beyond. What's the best way to teach English to young children who aren't native English speakers? In this article, Lisa Barrow and Lisa Markman-Pithers examine the state of English learner education in the United States and review the evidence behind different…

This study explores classroom placement for first year English Language Learner (ELL) students from the perspective of a dual language director and two bilingual education strategists. The study strives to interrogate classroom placement for first year ELL students whose language proficiency level is at beginning level. Through a process of coding…

The article discusses how instead of being parts of a concerted educational reform effort, No Child Left Behind (NCLB) and the development of charter schools are in fact contradictory initiatives. Basing itself on a theoretical framework that brings together issues inherent to outcome-based school reform and arguments supporting and criticizing…

Is the U.S. Supreme Court inviting litigants to take aim at unraveling injunctions in institutional reform litigation--especially consent decrees in the schools? In "Horne v. Flores" (2009), the court remanded a 17-year-old school reform case to a federal judge with orders to look beyond consent decrees on financing, reducing class…

School choice policy, especially as embedded in No Child Left Behind, assumes that empowering parents with choice will improve education by holding schools accountable and will reenergize democratic participation in public education. While parents are seen as critical change agents, little research documents how engaging in school choice affects…

As a language, Irish is unique to Ireland and is, therefore, of crucial importance to the identity of the Irish people, to Irish culture and to world heritage. The Irish language however has had a turbulent and traumatic history and has endured a complex and varied relationship with the Irish people. Since the foundation of the Irish Free State,…

This report synthesizes findings from extant empirical research to identify nine key policy areas that state policymakers and stakeholders in California can leverage to improve English learners' (ELs') opportunities and outcomes across the state. Importantly, the report situates these policy areas within the current framework of California state…

Background: In the "Horne v Flores" Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its English learners was that the state had adopted a "significantly more effective" than bilingual education instructional model for EL…

In 1999, under federal government legislation, Mi'kmaw communities in Nova Scotia won the right to manage the education of their children for the first time in a century. With support from Mi'kmaw Kina'matnewey, an education authority that provides central services, local Mi'kmaw schools deliver language immersion courses, culturally-appropriate…

This brief provides an overview of three federal laws that address native-language education and illustrates how these federal laws produce different results when coupled with state laws and other regional circumstances. For the purposes of this brief, native-language education refers to American Indians, Alaska Natives, and Native Hawaiians and…

This article is an analysis of the educational implications of the Supreme Court (USSC) decision in "Horne v. Flores" (2009). The USSC remanded the Arizona case to the lower court, requiring a rehearing of petitioners' request for relief from the court's oversight of AZ's "structured English immersion" (SEI) program mandated…