Policy makers

English learners’ access to core content: Academic course enrollment in high school

Published Year
2024
Resource Type
Brief
Target Audience(s)
Educators of English Learners
Educators of Bilingual Students
Administrators
Policy makers
English Learners

Using statewide data from Oregon (2013/14–2018/19) and Michigan (2011/12–2014/15), this brief explores the prevalence of EL students’ exclusionary tracking in high school, compared to former and never ELs.

Dual language immersion programs: The state of current research

Published Year
2024
Resource Type
Brief
Target Audience(s)
Dual Language/Bilingual Educators
Educators of Bilingual Students
Educators of English Learners
Educators of Multilingual Learners
Policy makers
Language Researchers

In January 2024, researchers from the Region 15 Comprehensive Center (R15CC) at WestEd reviewed recent literature on dual language immersion (DLI) programs, identifying common methods, settings, and program implementation practices.

English learners? Emergent bilinguals? Multilingual learners?: Goals, contexts, and consequences in labeling students

Published Year
2024
Resource Type
Journal
Target Audience(s)
Educators of English Learners
Policy makers
English Learners
Families of English learners
Language Researchers

In this essay, the authors explore the dilemmas facing researchers, educators, and policymakers in how to refer to multilingual students who are deemed in need of language support in school. There is a growing concern with the label English learner, the term currently used in U.S.

Advancing Equity for K–12 English Learners (September 2024)

Published Year
2024
Resource Type
Infographic
Target Audience(s)
Educators
Educators of English Learners
Policy makers
Community Advocates
Families of English learners
Originating Organization
OELA

The term “English learners (ELs)” refers to the student population defined in section 8101(20) of the Elementary and Secondary Education Act. As of the fall of 2021 ELs represent approximately 11% of the total student enrollment in U.S. K–12 public schools.

The impact of a broken immigration system on U.S. students and schools

Published Year
2023
Resource Type
Brief
Target Audience(s)
Policy makers
Educators
Educators of Bilingual Students
Community Advocates

While the public’s attention remains directed to the border—the epicenter of the debate about immigration policy—the children of undocumented immigrants who have already crossed the border exist in permanent limbo, fearful every day that their parents will be snatched away from them, and wo

Individualized language plans: Promises and pitfalls

Published Year
2024
Resource Type
Journal
Target Audience(s)
Educators of English Learners
Administrators
Policy makers
Language Researchers

In the United States, individualized language plans (ILPs) have gained traction across K–12 schools.

Language development policies and practices impacting the college and career readiness of long-term English learners (LTELs) in secondary schools.

Published Year
2019
Resource Type
Journal
Target Audience(s)
Policy makers
Educational Leaders
Educators of English Learners
Language Researchers

Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness.