ABSTRACT
In this chapter we discuss what we know from specific areas of research with respect to English Learners (ELs) and content-area instruction in K–12 and higher education settings. We cover three main areas of intervention and investigative research: (1) EL content-area instruction in K–12, specifically in science; (2) EL K–12 content-area instructional training for preservice and in-service teachers; and (3) EL factors in higher education, focused on language minority students in community colleges. We discuss practical implications based on empirical findings and suggest innovative directions for research. We close by reflecting on what these insights mean for future work spanning ELs’ learning development in K–higher education. Our goal is twofold. First, we want to inform readers about effective instruction that is critically language-focused across content-area settings. Second, we want to encourage readers to consider their own ideas for bettering research and practice related to U.S. EL Latino/a populations in K–higher education.
