This project investigates the knowledge and practices needed to support the enactment of a set of research-based, high impact practices for developing the academic language and literacy of young emergent bilinguals (EBs). The contribution of this work is in combining a focus on young EBs (TK-2) with online resources to support home and family engagement.
Our team is partnering with the Multilingual Multicultural Education Department of the Los Angeles Unified School District to address an urgent need to improve opportunities and resources for emergent bilinguals. Our partnership focuses on supporting Title III English Learner coaches and teachers to build students’ academic language in mathematics through integrated English language development (iELD/Math) in primary grades.
This website details research conducted as part of the “Distinguishing between low English proficiency and language-related disabilities: Developing a valid classification“ project, which was led by Dr. Jamal Abedi, University of California, Davis School of Education.