Research Publications

Featured Research Publications

Qualitative research with parents of young multilingual children, ages birth to five years, across three states
Less Than Four Domains: Creating an Overall Composite Score as an Indicator of English Language Proficiency for English Learners with 504 or Individualized Education Plans
Collaboration: Working Together to Serve Multilingual Learners

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American Indian English Language Learners

This WIDA Focus Bulletin explores the integral connection between language and culture for American Indian English Language Learners.

Published May 2014 
Authors: Rosalie Grant, Paula White, Julia Cortada, Sookweon Min

 

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Collaborating with States on Professional Development Planning

This study investigated a coaching process in which state educational representatives (SEAs) and WIDA staff engaged during 2012. The purpose was to enhance the quality of the professional development offered by states to their educators.

Published May 2013 
Authors: Daniella Molle, Christie Reveles

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Collaboration: Working Together to Serve Multilingual Learners

This WIDA Focus Bulletin emphasizes the many benefits of collaboration. The collaborative approach is presented as a cyclical process with shared responsibility by educators assessing, reflecting upon, planning for and teaching multilingual learners.

Published July 2020
Authors: John Nordmeyer, Andrea Honigsfeld

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Collaborative Learning for English Language Learners

This research brief reports preliminary results from a study of teachers’ successful experiences engaging ELLs in collaborative learning with peers.

Published May 2014

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Design Principles for Engaging Multilingual Learners in Three-Dimensional Science

WIDA and the National Science Teaching Association formed Making Science Multilingual to support equitable and inclusive forms of science instruction through which all students, but especially multilingual learners, can learn science and language simultaneously. To guide this work, the Making Science Multilingual team devised eight design principles to define the integration of contemporary three-dimensional science and language-in-use pedagogies. These principles will guide educator resource development at both organizations and facilitate critical examination of how well educator resources support inclusion of multilingual learners in rigorous science learning.

February 2020 
Authors: Rita MacDonald, David Crowther, Melissa Braaten, Wendy Binder, Justine Chien, Troy Dassler, Tricia Shelton, Jennifer Wilfrid

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Differentiation, Part 1

This WIDA Focus Bulletin provides a useful planning template and step-by-step explanations of how teachers (classroom/content-area, special education, literacy, ESL, bilingual) can differentiate their grade-level content and language instruction and assessment for the ELLs in their classes.

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Differentiation, Part 2

This WIDA Focus Bulletin provides a useful planning template and step-by-step explanations of how teachers (classroom/content-area, special education, literacy, ESL, bilingual) can differentiate their grade-level content and language instruction and assessment for the ELLs in their classes.

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District Level Analysis of ELL Growth

This research project explored the patterns of district-level ELL “growth” for the 2007-2011 time period and identified the existence of “high-flying” and “low-cruising” districts within ACCESS for ELLs in terms of ELL growth.

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District Readiness to Implement Standards-Based Reform for English Language Learners a Decade After No Child Left Behind Act

This 16-state survey of school districts with fewer than 500 English language learners revealed that few district-level English language learner staff had formal preparation in educating English language learner or using English language proficiency standards. A wide school-level disparity existed between English as a second language or bilingual teachers and general education teachers in terms of their engagement with proficiency standards and assessment data.

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Educación en el mundo actual

This Focus Bulletin offers strategies for advancing equity in bilingual settings during the mundo actual of COVID-19. The bulletin emphasizes the importance of valuing multilingual learners’ linguistic and cultural diversity, using translanguaging, and leveraging technological resources.

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