Who Gets “The Bilingual Advantage?” And When?
New research helps clarify “the bilingual advantage” and how much language instruction it takes to reap those benefits.
English Learners
Guest Post: Mainstream Media Coverage of Multilingualism Growing
Lessons from Texas on the Relationship Between School Funding and the Academic Achievement of English Language Learners
A symposium held by the Intercultural Development Research Association explored ways to secure equity and excellence for DLLs.
New Brief: Key Policy Priorities for Supporting Dual Language Learners
Â鶹¹û¶³´«Ã½’s Dual Language Learners National Work Group releases a brief on key priorities for American dual language learners (DLLs).
What the Student Success Act Could Mean for DLLs
Reps. John Kline and Todd Rokita introduced the Student Success Act to replace the much-maligned, outdated No Child Left Behind.
More Expert Thoughts on Updating No Child Left Behind’s Title III
Two experts weigh in on how to fix No Child Left Behind’s Title III for dual language learners.
The Common Core Just Might be the Greatest (or Worst) Thing to Happen to DLLs
Many educators are concerned that raising academic standards presents challenges for DLLs
Keys for Supporting Hispanic Dual Language Learners in Early Education
To make early education work for Hispanic dual language learners, we need better assessments and sensible family engagement strategies.
New Data on Hispanic Dual Language Learners in U.S. Early Education
Hispanics make up one quarter of American children under five. Soon that number will be nearly half.