| Abstrakt: |
This Social Policy Report, with a focus on the diversity of the Dual Language Learner and English Learner populations, 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) with additional research reviewed by the authors of this Social Policy Report to address policy and instructional implications. The Promising Futures report provides extensive summaries of research on English Learner language acquisition, English Learners and special education, and English Learner assessment. The report also discusses considerations related to research and practice that can be of considerable usefulness for understanding and acting upon the educational success of Dual Language Learners (DLLs; children age 5 and under learning two languages at once) and English Learners (ELs; children in the pre-K-12 education system whose primary language is not English and who are learning English as a second language). This Social Policy Report focuses on the demographic characteristics of DLLs and ELs to emphasize that these children and youth are a rapidly growing and substantive population in U.S. schools; are highly diverse in national, cultural, and linguistic origins; are dispersed throughout the nation; and have distinct socioeconomic situations, immigration experiences, and backgrounds. In addition, this Social Policy Report includes a brief discussion of the assessment of English learners, workforce needs, and implications for practice. The report attempts to further contextualize an understanding of the educational needs of these students and the increasing diversity of DLLs and ELs. [ABSTRACT FROM AUTHOR] |
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