Dual Language Learners

A P-3 Framework: Centering English Learners

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This document presents a P–3 framework that centers English learners/dual language learners (EL/DLLs) across the crucial developmental phase, ages 3-8. The framework focuses on building aligned practices for EL/DLL success for language, literacy, learning, and identity, with a focus on supporting deep, joyful learning and development. It articulates a set of pedagogical and system-design principles […]

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Start with Equity: From the Early Years to the Early Grades

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This report focuses on learning experiences in the early years, birth through age five, and the early grades (K-5). The authors identified three key policy areas that strongly influence children’s experiences in the classroom and disproportionately disadvantage children of color and children with disabilities. These policies areas include: Harsh discipline and its disproportionate application The

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Practical Guide for State Education Agencies to Promote Success of English Learners PreK-Grade 3

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This report provides a series of recommendations to state education agencies and early childhood education partners that are aligned with the National Academies of Science, Engineering, and Medicine (NASEM) publication, Promoting the Educational Success for Children and Youth Learning English (2017). The report aims to support coherent, research-based policy by guiding thinking, discussion, data collection,

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Stories from the Nation’s Capital: Building Instructional Programs and Supports for Dual Language Learners From PreK-3rd Grade in Washington D.C.

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Washington, DC has one of the fastest-growing populations of dual language learners (DLLs) in the nation. This report highlights the success of the dual immersion instructional model-programs offered by the District of Columbia Public Schools and the myriad changes that district leaders and staff have implemented in order to better support the academic achievement and

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A Voice For All: Oregon’s David Douglas School District Builds a Better PreK-3rd Grade System for Dual Language Learners

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This case study examines the work that Portland, Oregon’s David Douglas School District has undertaken to address the needs of its diverse dual language learners (DLLs). David Douglas leaders have switched from a pull-out English as a Second Language instructional model to a push-in English Language Development model, where the English language is explicitly taught

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Boomtown Kids: Harnessing Energy and Aligning Resources for Dual Language Learners in San Antonio, Texas

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This paper explores the ways in which educators and policymakers in San Antonio, Texas are working to promote the academic and linguistic development of dual language learners (DLLs). Author Conor P. Williams places particular emphasis on the work that the city is doing to invest in high-quality PreK through its new PreK4SA program; the efforts

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Better Policies for Dual Language Learners: Bridging Research, Policy, Implementation, and Classroom Practice

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The New America Foundation publicly launched the Dual Language Learners Work Group in January 2015. Work Group founder Conor Williams identified the following as priorities for their work: Conduct case studies of districts implementing innovative policies for supporting DLLs; Convene meetings of leading DLL advocates, researchers, and policy thinkers; and Provide a steady stream of

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PreK-3rd’s Lasting Architecture: Successfully Serving Linguistically and Culturally Diverse Students in Union City, New Jersey

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With a strong focus on PreK-3rd grade, Union City Public Schools overcame the crippling effects of poverty and prejudice to close the achievement gap between its low-income Hispanic students and their wealthier peers across New Jersey. The district overhauled its curricula to emphasize critical thinking and reasoning, extended classtime, and increased teacher training. The district also

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The Promise of PreK-3rd: Promoting Academic Excellence for Dual Language Learners in Red Bank Public Schools

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This case study tells the story of Red Bank, New Jersey’s coherent P-3 approach to educating Dual Language Learners (DLLs) and preparing them for expanded life opportunities. This comprehensive P-3 approach is built upon the following: expanding learning opportunities for young DLL students; integrating P-3 curricula and instructional practices that develop mastery and self-regulation; building

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PreK-3rd: Raising the Educational Performance of English Language Learners (ELLs)

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English Language Learners (ELLs) lag far behind all other students, except those with disabilities, on state reading and math assessments. A high-quality PreK-3rd grade education, with aligned standards, curriculum, instruction, and assessments, is the most economical and effective route to the “meaningful education” promised to ELLs in the Lau v. Nichols lawsuit more than 40 years ago.

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