Promoting the Educational Success of Children and Youth Learning English Promising Futures (2017) / Chapter Skim
Currently Skimming:
1 Introduction
1 Introduction
Pages 15-36
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From page 15... ...
. Despite their linguistic, cognitive, and social potential, many of them are struggling to meet the requirements for academic success, a challenge that jeopardizes their prospects in postsecondary education and the workforce (National Center for Education Statistics, 2015; Office of English Language Acquisition, 2016)
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Office of Head Start uses the term "dual language learner" (DLL) , which is defined as follows: Dual language learners are children learning two (or more)
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programs, this report uses the term "dual language learners" or "DLLs." When referring to children and youth ages 5-21 in the pre K to 12 education system, the report uses the term "English learners" or "ELs." When referring to the broader population of children and youth from birth to age 21, the term "DLL/EL" is used. Note that both DLL and EL include children ages 3-5 who are in pre-K or elementary school.
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, "language minority," "bilingual," and other common terms used in the field for children who speak a language other than English. Birth to Age 8 Focus This focus area will be on the foundational elements of language develop ment, developmental progress, school entry, and practices for early school suc cess for young ELLs who are dual language learners (whether that is a heritage, native, or a second language)
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4. What principles should govern how educational or health care programs provide language development and rigorous academic content for ELLs and DLLs particularly in dual language programs?
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The site visits encompassed classroom observations; focus groups; and interviews with students, teachers, school administrators, parents, and support personnel. The committee conducted an extensive critical review of the literature pertaining to the development and education of DLLs/ELs published after release of the report Improving Schooling for Language Minority Children: A Research Agenda (National Research Council and Institute of Medicine, 1997)
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Allocating Federal Funds for State Programs for English Language Learners (National Research Council, 2011) Eager to Learn: Educating Our Preschoolers (National Research Council, 2000a)
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Language learning is a cultural and socially embedded process. Families and communities, other institutions, and schools are influential in the language development and educational attainment of DLLs/ELs.
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The expression of this capacity for dual language learning, however, is critically dependent on early language experiences (e.g., Saffran, 2014) within families and communities and on the programs available to children before they enter school.
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First, research on brain development indicates that relatively more neural brain plasticity exists in infancy and early childhood than at later stages of development and that early language experiences shape brain development in significant ways. At the same time, early stages of brain development shape children's capacity for language learning (see Chapter 4)
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. As a result, ELs face a number of barriers to educational success and a lack of learning opportunities that go beyond their English proficiency.
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Theoretically, there could be as many different accountability plans as there are states -- a concern for the civil rights community, which has traditionally relied on federal mechanisms to ensure the equity guaranteed by federal laws. Considerations of Cost and Scalability Although it is difficult to draw causal conclusions about policy impacts, the academic failure rates of the nation's ELs indicate that many current policies prevent these children and youth from reaching their full potential.
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. Competing Beliefs About Dual Language Learning One of the greatest challenges in the education of DLLs/ELs is the opposing views held by society at large and by many educational and health professionals about whether dual language learning should be supported early in a child's development and later in classrooms (see Chapters 4, 5, and 7)
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The evidence indicating that young children are particularly efficient and effective second language learners has focused primarily on language learning in nonschool settings and has not always considered the complexities of language learning in school contexts. While young children may be within the sensitive period for language learning and have sophisticated learning capacities, the role of exposure and experience is critical (see Chapter 4)
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The debate centers on the question of how best to support the acquisition of English and the ongoing role of L1 as English skills deepen, the social and cultural costs of losing proficiency in L1, the role of education programs in systematically supporting L1, and community values that may promote English-only approaches. Many practical questions remain around the best methods for promoting English language development while continuing to support multiple home languages in English-only classroom settings.
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ORGANIZATION OF THE REPORT The committee was tasked with applying what is known about language development from birth to age 21, reviewing effective educational practices for DLLs/ELs during this age span, and recommending policies and practices that can change the troubling educational trajectories of these children and youth. Chapter 2 addresses the policy changes since the 1960s that have shaped the educational experiences and achievement of DLLs/ ELs and suggests what changes are likely under the 2015 ESSA reauthorization.
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. Report to Congress on Dual Language Learners in Head Start and Early Head Start Programs.
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. Early childhood education and dual language learners.
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. English Language Learners in Public Schools.
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. Allocating Federal Funds for State Programs for English Language Learners.
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INTRODUCTION 35 Tomasello, M
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