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Pages 1-14

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From page 1...
... and English ("L2") are likely to reap benefits in cognitive, social, and emotional development and may also be 1 When referring to young children ages birth to 5 in their homes, communities, or early care and education programs, this report uses the term "dual language learners" or "DLLs." When referring to children ages 5 and older in the pre-K to 12 education system, the term "English learners" or "ELs" is used.
From page 2...
... The committee's task was to examine how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes.3 Educational Achievement and Attainment The committee identified key challenges that may impact the language development and educational attainment of DLLs/ELs. The available evidence clearly indicates that these children and youth lag behind their English-monolingual peers in educational achievement and attainment.
From page 3...
... Language of Classroom Instruction One of the most intensely debated aspects of educational policy and practice for ELs focuses on the language of classroom instruction. Educators and researchers agree that to succeed in school and participate in civic life in the United States, all children must develop strong English proficiency and literacy skills.
From page 4...
... However, transfer is less likely to occur when DLLs' overall language skills are underdeveloped. In contrast, children given the opportunity to develop competence in two or more languages early in life benefit from their capacity to communicate in more than one language and may show enhancement of certain cognitive skills, as well as improved academic outcomes in school (Conclusion 4-3)
From page 5...
... Evidence suggests that many schools are not providing adequate instruction to ELs in acquiring English proficiency, as well as access to academic subjects at their grade level, from the time they first enter school until they reach the secondary grades. Many secondary schools are not able to meet the diverse needs of long-term ELs, including their linguistic, academic, and socioemotional needs (Conclusion 6-6)
From page 6...
... It is critical that, as they serve these families, home visiting practitioners and policy makers understand the strategies and elements of effective practices for promoting the healthy development, learning, and achievement of these children, with the goal of promoting optimal developmental and educational outcomes.
From page 7...
... The following characteristics of instructional programs support ELs' oral language development: specialized instruction focused on components of oral language proficiency, opportunities for interaction with speakers proficient in the second language, feedback to students during conversational interactions, and dedicated time for instruction focused on oral English proficiency (Conclusion 7-2)
From page 8...
... Nonetheless, recommendations for instructional practices associated with positive language and literacy outcomes for adolescents in general are applicable to ELs as well, and practices for ELs in elementary and middle school continue to be relevant in high school instruction. Research has identified nine promising practices with clear relevance to the education of ELs in high school: 1.
From page 9...
... Current assessment practices vary across states, which will have primary responsibility for these assessments as the Every Student Succeeds Act (ESSA) of 2015 is implemented in school year 2017-2018, with its directive that school districts within a state share common assessment practices for identification of students as ELs and their exit from EL status.
From page 10...
... The reclamation of indigenous heritage languages is an important goal for many American Indian and Alaska Native communities. Some school systems see this goal as being in conflict with the school's efforts to promote English language and literacy.
From page 11...
... Among the many factors that affect student performance, research conducted on all populations of students has produced strong evidence that the quality of the teacher has a significant impact on students' educational success. The issue of preparing teachers to educate ELs effectively is especially salient for states with large EL populations and those with increasing numbers of these students.
From page 12...
... Recommendation 3: Federal and state agencies and organizations that fund and regulate programs and services for dual language learners (e.g., Office of Head Start, U.S. Department of Health and Human Services, state departments of education and early learning, state child care licensing agencies)
From page 13...
... in grades pre-K to 12 should give all providers of services to these children and adolescents (e.g., local Head Start and Early Head Start programs, com munity-based child care centers, state preschool and child development programs) and local education agencies information about the range of valid assessment methods and tools for DLLs/ELs and guidelines for their appropriate use, especially for DLLs/ELs with disabilities.
From page 14...
... Recommendation 10: All education agencies in states, districts, regional clusters of districts, and intermediary units and agencies responsible for early learning services and pre-K to 12 should support efforts to recruit, select, prepare, and retain teachers, care and education practitioners, and education leaders qualified to serve dual language learners/English learners. Consistent with requirements for pre-K to 12, program direc tors and lead teachers in early learning programs should attain a B.A.


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