A New Federal Equity Agenda for Dual Language Learners and English Learners

Autor/in	Williams, Conor
Institution	The Century Foundation
Titel	A New Federal Equity Agenda for Dual Language Learners and English Learners
Quelle	(2021), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English Language Learners; Bilingualism; Equal Education; Census Figures; English (Second Language); Disadvantaged; Elementary Secondary Education; Native Language; Bilingual Education; Educational Policy; Educational Attainment; College Preparation; Employment Opportunities; College Graduates; Educational Legislation; Federal Legislation; School Readiness; Preschool Education; Federal Aid; Teaching Methods; Literacy; Kindergarten; Second Language Instruction + Suchen Sie Ihr Suchwort? Bilingualismus; Volkszählung; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Politics of education; Bildungspolitik; Bildungsabschluss; Bildungsgut; Berufschance; Beschäftigungschance; Hochschulabsolvent; Hochschulabsolventin; Bildungsrecht; Schulgesetz; Bundesrecht; Readiness for school; School ability; Schulreife; Pre-school education; Vorschulerziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Fremdsprachenunterricht
Abstract	English learners (ELs) constitute a large--and growing--share of the student body in the United States. Data from the U.S. Census Bureau indicate that nearly one-quarter of U.S. children speak a language other than English at home. Furthermore, one-third of children under age 8 have at least one parent who speaks a non-English language--these younger language learners are sometimes referred to as dual language learners (DLLs) in the early years. Despite their increasing share of the U.S. student body, ELs have long been underserved and marginalized in the nation's schools. Too often, states and school districts have treated ELs' linguistic diversity as an obstacle or liability to be overcome. The nation needs a more equitable, "English-plus" approach to supporting ELs, beginning with systemic recognition that their home languages are considerable strengths to be developed. This report offers a series of concrete policy reforms that stand to improve ELs' chances to graduate from high school prepared for postsecondary education or high-quality workforce opportunities. (ERIC).
Anmerkungen	Century Foundation. 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-879-9197; e-mail: info@tcf.org; Web site: http://www.tcf.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01