Dual Language Learners: A Demographic and Policy Profile for Tennessee. Fact Sheet

Autor/inn/en	Park, Maki; O'Toole, Anna; Katsiaficas, Caitlin
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Dual Language Learners: A Demographic and Policy Profile for Tennessee. Fact Sheet
Quelle	(2017), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Limited English Speaking; Preschool Children; Low Income; Race; Second Language Learning; English Language Learners; Parent Background; Access to Education; Early Childhood Education; Grade 4; Elementary School Students; Outcomes of Education; Achievement Gap; State Policy; Child Care; National Competency Tests; Ethnicity; Poverty; Language Proficiency; Enrollment Trends; Bilingual Education; Home Visits; Spanish; Semitic Languages; Vietnamese; Chinese; German; Native Language; Services; Bilingual Students; Profiles; Student Characteristics; Block Grants; Federal Aid; Risk; School Readiness; Financial Support; Second Languages; Tennessee; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Niedriglohn; Rasse; Abstammung; Zweitsprachenerwerb; Elternhaus; Education; Access; Bildung; Zugang; Bildungszugang; Early childhood; Frühkindliche Bildung; Frühpädagogik; School year 04; 4. Schuljahr; Schuljahr 04; Lernleistung; Schulerfolg; Kinderfürsorge; Kinderbetreuung; Ethnizität; Armut; Language skill; Language skills; Sprachkompetenz; Bilingual teaching; Bilingualer Unterricht; Hausbesuch; Spanisch; Arabisch; Hebräisch; China; Chinesen; Deutscher; Dienstleistung; Charakterisierung; Profilanalyse; Risiko; Readiness for school; School ability; Schulreife; Finanzielle Förderung; Second language; Zweitsprache
Abstract	This fact sheet provides demographic information for the young Dual Language Learner (DLL) population in Tennessee, based on Migration Policy Institute (MPI) analysis of U.S. Census Bureau American Community Survey (ACS) data pooled over the 2011-15 period. DLLs, defined as children ages 8 and under with at least one parent who speaks a language other than English at home, are less likely than their peers to access high-quality early childhood programs, although they stand to benefit disproportionately from such services. The fact sheet also provides information regarding English Learner (EL) and non-EL academic outcomes at the fourth-grade level as a means of estimating potential lags in achievement experienced by DLLs later in their academic trajectories that may be due in part to gaps in services as well as other risk factors outlined in this sociodemographic profile. Analysis of these data offers a snapshot of young DLLs in Tennessee and some of the risks to their academic success. This is followed by a checklist of state policies that can support DLLs in early childhood education and care (ECEC) programs in an effort to provide equitable services and close later gaps in achievement. Taken together, this analysis aims to provide a basic understanding of the characteristics of the substantial DLL population in Tennessee and the responsiveness of the state's policies to their needs. This fact sheet, part of a series available for 30 states, is accompanied by a national analysis of trends and key policies affecting DLLs across the United States. (As Provided).
Anmerkungen	Migration Policy Institute. 1400 16th Street NW Suite 300, Washington, DC 20036. Tel: 202-266-1940; Fax: 202-266-1900; e-mail: communications@migrationpolicy.org; Web site: http://www.migrationpolicy.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01