The sheer volume of parenting advice resources available—websites, books, magazine articles, shows, social media channels—have long demonstrated the need for information that parents and caregivers can use to raise happy, healthy children.
SRI Education’s Carrie Parker sat down with Ruchika Chopra of the Urban Collaborative to discuss Carrie’s research and reflections on policies and practices around identifying and supporting multilingual learners with disabilities in kindergarten to third grade.
Con el surgimiento de la pandemia de COVID-19, hemos visto un aumento significativo en los síntomas de problemas de salud mental entre los jóvenes en edad escolar.
Reclassification from English learner to English proficient is a crucial outcome for English learner (EL) students’ academic progress because it can open the door to more rigorous courses and lead to stronger academic outcomes.
When I arrived in the United States, I was not quite eight, and did not know how to even say “hello” in English. All I knew was that education was my opportunity to live a better life, and that I had to learn English to access it.
The language we use affects the way we perceive our world. Language can help create new understandings and expand our view of what exists and what is possible, and it also can limit our understanding. The terms we use to describe students who speak two or more languages or speak a language other than English at home, for example, impacts how we envision and develop programs and policies for those students.
We’re evaluating BBILY, an online PD program focused on biliteracy, culturally and linguistically responsive learning, and evidence-based practices to support bilingual students.
Nosotros en SRI Education estamos profundamente tristes y preocupados por las guerras, la violencia y la destrucción climática que se extiende sobre el mundo.
In a recent descriptive study of high school students who are multilingual learners (MLs) with disabilities, SRI researchers found that these students attribute fewer self-determination behaviors to themselves than MLs without disabilities or students who are not MLs.
Many teachers struggle with identifying disabilities among multilingual learners. How can they determine whether a particular child’s learning difficulties stem from typical English language development or a diagnosable learning disability?
Welcome! We are excited to present our work focused on expanding educational opportunities for culturally and linguistically diverse learners.