Immigrants & Dual Language Learners

The Foundation for Child Development’s New American Children (NAC) initiative builds knowledge about the well-being of children living in low-income immigrant families, how best to nurture and educate our newest Americans, and how to foster evidence-based policies and practices to enhance their life prospects.These key resources aim to inform policymakers, educators, researchers, and others about NAC issues.

The lore of the immigrant who comes to the United States to take advantage of our welfare system has a long history in America’s collective mythology, but it has little basis in fact.

The sons of immigrants to the United States suffer from alarmingly high levels of childhood obesity, according to this report by Foundation for Child Development Young Scholar Jennifer Van Hook.

Editors Elena Grigorenko and Past President Ruby Takanishi present the first wave of studies about what is happening to young children from birth to age 10 living in immigrant families in the U.S. This volume complements a larger literature about the lives of adolescents and young adults who are part of immigrant families.

Despite rapid growth in its English Language Learner (ELL) population, Montgomery County Public Schools (MCPS) has been highly effective in improving outcomes for ELL students across the district.

Children in immigrant families account for nearly one-fourth (24 percent) of all children as of 2010, and the vast majority (88 percent) are U.S. citizens.

Abstract Children from immigrant families are the fastest growing group of children in the United States.

Abstract This paper analyzes the challenges and opportunities posed by today’s education reform debate for the early education and language learning of immigrant, limited English proficient, and English language learner students 3 to 8 years old.