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Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
Center for Equity for English Learners
Bilingual Teacher Preparation: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 21 annotations from recent and seminal literature regarding the preparation of preservice teachers preparing to be bilingual teachers. These annotations build on the annotations regarding bilingual teacher preparation in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, 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.
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College, Career, and Course Access: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
Center for Equity for English Learners
College, Career, and Course Access: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 13 annotations from recent and seminal literature regarding educational practices that impact the opportunities available to English Learners’ (ELs) in secondary schools and beyond. These annotations build on the annotations regarding college, career, and course access in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, 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.
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Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
Center for Equity for English Learners
Long-term English Learners: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 25 annotations from recent and seminal literature regarding the education of students considered Long-term English Learners (LTELs), a subgroup of English Learners (ELs) who have not attained English language proficiency after six or more years. These annotations build on the annotations regarding LTELs in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, 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.
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Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
Center for Equity for English Learners
Newcomers: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 32 annotations from recent and seminal literature regarding the education of foreign-born students and families who have recently arrived in the United States, often referred to as Newcomers. These annotations build on the annotations regarding Newcomers in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for English Learners (ELs), and Newcomer students, in particular.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, 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.
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Research-Practice Partnerships: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice
Center for Equity for English Learners
Research-Practice Partnerships: A Selected Annotated Bibliography for English Learner Research, Policy, and Practice is comprised of 17 annotations from recent and seminal literature regarding research-practice partnerships between universities and districts and schools. These annotations build on the annotations regarding university and district partnerships in CEEL’s 2022 annotated bibliography, Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice (Center for Equity for English Learners, 2022) to include publications from 2022-2025. This selected annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The contributors provide a comprehensive selection of works focused on research, practice, and theory. The annotations include a broad range of sources, including empirical and theoretical research articles, books, book chapters, governmental documents, professional magazines, monographs, and technical reports.
In order to provide additional information for readers, 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.
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Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice
Center for Equity for English Learners
Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice is comprised of over 350 annotations from both recent and seminal literature (released between 1984–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs.
The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university and district partnerships, digital learning for ELs, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM.
In order to provide additional information for readers, 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.
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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography
Center for Equity for English Learners
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.
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