Changing Demographics of Dual Language Learners and English Learners: Implications for School Success. Social Policy Report Brief. Volume 31, Number 2

Autor/in	Bridgman, Anne
Institution	Society for Research in Child Development
Titel	Changing Demographics of Dual Language Learners and English Learners: Implications for School Success. Social Policy Report Brief. Volume 31, Number 2
Quelle	(2018), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingualism; English (Second Language); Second Language Learning; Accountability; Civil Rights; Achievement Gap; Federal Legislation; English Language Learners; Language Proficiency; Public Policy; Teaching Methods; Classification; Elementary Secondary Education; Futures (of Society); Socioeconomic Influences; Educational Policy; Student Diversity; Second Language Instruction; Native Language; Literacy + Suchen Sie Ihr Suchwort? Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Verantwortung; Bürgerrechte; Grundrechte; Zivilrecht; Bundesrecht; Language skill; Language skills; Sprachkompetenz; Öffentliche Ordnung; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Future; Society; Zukunft; Sozioökonomischer Faktor; Politics of education; Bildungspolitik; Fremdsprachenunterricht; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	An estimated one in five school-age children in the United States speaks a language other than English in the home, and roughly half of these children are emerging bilingual students or English learners (ELs) when they enter school. Effectively educating children who are learning English as their second language is a national challenge with consequences for individuals and society. Despite their potential and the assets they bring to the classroom, many children and adolescents learning English struggle to meet the requirements for academic achievement. A large gap in educational achievement and attainment exists between ELs and their monolingual English peers. To support academic success, we must consider the demographic diversity of DLLs and ELs and the implications of the 2015 Every Student Succeeds Act (ESSA). Concerns have emerged about the possible implications for the legal rights of ELs to an appropriate education because of the greater state flexibility in accountability and greater local flexibility in assessing and reclassifying students, both of which can affect student learning. States must articulate rules for how students will progress toward English language proficiency; districts have responsibility for identifying and assessing ELs, and planning for their instruction. This brief summarizes a longer Social Policy Report by Harriett D. Romo, [Professor of Sociology; Director, University of Texas at San Antonio (UTSA) Child & Adolescent Policy Research Institute; Director, UTSA Mexico Center]; Kevin J. A. Thomas, [Associate Professor of Sociology, Demography, and African Studies], Pennsylvania State University; and Eugene E. Garcia, [Professor Emeritus], Arizona State University. The report is drawn from the National Academies of Sciences, Engineering, and Medicine's 2017 publication, "Promoting the Educational Success of Children and Youth Learning English: Promising Futures" (the "Promising Futures" report). View the full "Social Policy Report" and References at www.srcd.org. (ERIC).
Anmerkungen	Society for Research in Child Development. 2950 South State Street Suite 401, Ann Arbor, MI 48104. Tel: 734-926-0600; Fax: 734-926-0601; e-mail: info@srcd.org; Web site: http://www.srcd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01