Immigrants & Dual Language Learners

In this latest working paper, commissioned by the Foundation for Child Development.

The Foundation for Child Development strongly opposes immigration policies that inflict harm upon children by severing familial bonds which threatens their well-being and emotional security.

In a new working paper, commissioned by the Foundation for Child Development.

This National Academies of Sciences report provides insights for new directions for researchers, policymakers and practitioners to better support dual language learners (DLLs) and English Learners (ELs). The report provides knowledge about the cultural and linguistic assets of ELs, as well as the challenges faced in supporting their educational success.

Chaos for Dual-Language Learners: An Examination of State Policies for Exiting Children from Language Services in the PreK-3rd Grades from the New America Foundation scans the policies in all 50 states and DC to find out how states determined when to exit dual-language learners from services that help them learn English.

This report by Linda Espinosa is part of series of papers that were produced for a public symposium convened by MPI’s National Center on Immigrant Integration Policy in January 2013.

There are significant disparities in the education, economic well-being, and health of children in the U.S. based on their race-ethnicity and whether or not their parents are immigrants, according to Diverse Children: Race, Ethnicity, and Immigration in America’s New Non-Majority Generation, the first report ever to draw these comparisons.

Since 2008, when the first edition of Challenging Common Myths About Young English Language Learners was published, knowledge of how children acquire two languages during the PreKindergarten through Third Grade years and the positive consequences of growing up with more than one language has greatly advanced.