Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research
An ad hoc committee will be established to address the continuum of young English language learners (ELL) and Dual language learners (DLL) from birth through the end of high school. The study will focus on the foundational elements of language development and cultural influences from the home to the community for children from birth to age 8; and the systems and policies affecting ELL and DLL children and youth in grades K-12. The committee will examine standards and practices across diverse contexts that foster educational achievement among young ELLs/DLLs. The committee will come to consensus on findings and recommendations that aim to inform a research agenda to address gaps in the knowledge base, policies that impact young ELLs, and practices in the range of settings where ELL/DLL children learn, grow, and develop, including homes, classrooms and health care settings. The committee will explore the implementation implications of its recommendations within the frame of cost and scalability. The committee will review the evidence from both domestic and international studies including, but not limited to, the following disciplines: neuroscience, developmental psychology, linguistics, demography, general education, special education, sociology, public health, maternal and child health, home visiting, public policy, and cultural anthropology.
Dates and agendas for future open sessions of the committee will be posted on this web page.
To join the project listserv and receive updates about this activity, please visit the sign-up page and check the box for "New Directions in Policy, Practice, and Research for Young English and Dual Language Learners."
You may email us at DLL@nas.edu if you have any questions.