Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications

Autor/inn/en	Park, Maki; Zong, Jie; Batalova, Jeanne
Institution	Migration Policy Institute (MPI), National Center on Immigrant Integration Policy
Titel	Growing Superdiversity among Young U.S. Dual Language Learners and Its Implications
Quelle	(2018), (52 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Bilingual Students; Preschool Children; Elementary School Students; Primary Education; Demography; Asian Americans; Pacific Islanders; African Americans; Refugees; Cultural Pluralism; Student Diversity; Early Childhood Education; Educational Policy; Young Children; Immigrants; Native Language; Family Characteristics; Socioeconomic Status; Land Settlement + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Primarbereich; Demografie; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Afroamerikaner; Flüchtling; Kulturpluralismus; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Politics of education; Bildungspolitik; Frühe Kindheit; Immigrant; Immigrantin; Immigranten; Socio-economic status; Sozioökonomischer Status; Siedlungsraum
Abstract	A strong research base demonstrates the benefits of bilingual education models in supporting Dual Language Learners' (DLLs')--young children who have at least one parent who speaks a language other than English in the home--academic development. However, in super-diverse pre-K through grade 3 classrooms where no single non-English language is dominant, it may be impossible to implement such models. Much less is known about what works when serving DLLs in classrooms where multiple languages and cultures are represented. Drawing on analysis of data from the U.S. Census Bureau's 2011-15 American Community Survey (ACS) and the 2000 decennial census, this report builds a portrait of the DLL population nationwide before delving into an exploration of diversity within it and at the state and local level. In doing so, the report sheds light on the demographic reality and related challenges that service providers encounter when serving the nation's youngest learners. The report begins by examining key characteristics of DLLs and diversity within this population as a whole, then offers a deeper look at three understudied subpopulations: Asian American and Pacific Islander (AAPI) DLLs, Black DLLs, and young children of refugees. Next, the report analyzes the prevalence and growth of linguistic diversity in states and counties across the United States. It concludes with a discussion of the policy implications of the growing diversity within the DLL population. This report is one in a series of three reports that explore the implications of super-diverse contexts for early childhood education and care (ECEC) programs and systems. (ERIC).
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