Dual Language Learning and Educational Success for Youth

Authors

  • Suzanne Le Menestrel National Academies of Sciences, Engineering, and Medicine

DOI:

https://doi.org/10.5195/jyd.2020.947

Keywords:

English learners, dual language learning, English as a second language, bilingualism

Abstract

Effectively educating children and youth who are learning English as their second language is a national challenge with consequences both for individuals and for American society. Despite their potential, many English learners are struggling to meet the requirements for academic success jeopardizing their prospects for success in postsecondary education and the workforce. This article is based on a consensus report from the National Academies of Sciences, Engineering, and Medicine, Promoting the Educational Success of Children and Youth Learning English: Promising Futures published in 2017, and briefly reviews language development among dual language and English learners and the development of English proficiency. The article also discusses promising and effective practices for children and youth learning English in grades pre-K through 12. The needs of dual language learners and English learners with disabilities and those of long-term English learners are also discussed.

Author Biography

Suzanne Le Menestrel, National Academies of Sciences, Engineering, and Medicine

    

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Published

2020-06-09

Issue

Vol. 15 No. 3 (2020): Special Issue: National Academies Consensus Reports on Youth

Section

Special Issue Articles

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