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The National Academies of Sciences, Engineering and Medicine
Board on Children Youth and  Families
Division of Behavioral and Social Sciences and Education
 Promoting the Educational Success of Children and Youth Learning English:
Promising Futures  
      
 DLL Final Cover


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Report

Report Highlights


DLL Highlights Final 
 Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result.

This report examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to
grade 12.


Sponsors: Administration for Children and Families of the U.S. Department of Health and Human Services, Foundation for Child Development, Health Resources and Services Administration of the U.S. Department of Health and Human Services, Heising-Simons Foundation, McKnight Foundation, and U.S. Department of Education



Press Release



View the video of the report release briefing







Webinar: From Research to Policy: Evidence-Informed Opportunities for Advancing the Needs of Young DLLs in California Education
 

 

Powerpoint Presentation | Additional Q&A

Sponsored by
Heising-Simons Foundation and Sobrato Family Foundation

 

 
Recent Events
 
April 30, 2017: AERA Annual Conference – Session: Promoting the Educational Success of Children and Youth Learning English - An Academies Report

April 6, 2017: MomsRising Twitter Chat: The National Academies' report on Dual-Language Learning in the US

April 6, 2017: SCRD Annual Conference: Fostering School Success for Dual Language Learners: Toward New Directions in Research, Practice, and Policy

In the News
 
The Multiple Benefits of Learning Two Languages - EdSource (June 14, 2017)

California Can Lead the Country in English-Learner Education
 – Education Week (May 17, 2017)

Important 2017 National Academies of Science report on English learner education provides new research-based guidance for the field – Sobrato Early Academic Language Model: Research Brief (March, 2017)

Schools Often Fail to Educate, Support English-Language LearnersEducation Week (February 28, 2017)

New Dual Language Learners Report from the National Academies of Science, Engineering, MedicineNew America (February 28, 2017)


BLOG Post by New America

 
Contours of the Field: Equitable Representation of English Learners in Special Education (June 9, 2017)

Contours of the Field: Native Languages of Dual Language Learners (May 16, 2017)

Contours of the Field: Language Learners and Academic Language (May 5, 2017)

Contours of the Field: Dual Language Learners and Early Language Development
 (April 17, 2017)

Contours of the Field: Dual Language Learners and Immigration (April 17, 2017)



Committee Members

Ruby Takanishi
(Chair),, Education Policy Division,
    New America
Alfredo Artiles, Arizona State University
Diane L. August, American Institutes for Research
Xavier Botana, Portland Public Schools,
    Portland, Maine
Dylan Conger, George Washington University
Richard P. Durán, University of California,
    Santa Barbara
Linda M. Espinosa, University of Missouri,
    Columbia (emeritus)
Eugene E. Garcia, Arizona State University
    (emeritus)
Fred Genesee, McGill University (emeritus)
Kenji Hakuta, Stanford University (emeritus)
Arturo Hernandez, University of Houston
Bobbi Ciriza Houtchens, Retired
    Teacher/Consultant
Jeff MacSwan, University of Maryland,
    College Park
Harriett Romo, University of Texas at San Antonio
Maria Sera, University of Minnesota
Catherine S. Tamis-Lemonda, New York
    University
Kevin J.A. Thomas, Pennsylvania State University
Claudio Toppelberg, Judge Baker Children's Center,
    Harvard Medical School
Lily Wong-Fillmore, University of California, 
    Berkeley (emeritus)

Staff

SUZANNE LE MENESTREL, Study Director
FRANCIS AMANKWAH, Research Associate
PAMELLA ATAYI, Program Coordinator
ANNALEE GONZALES, Senior Program Assistant
REBEKAH HUTTON, Associate Program Officer
SHEILA MOATS, Program Officer
AMY STEPHENS, Program Officer
      


 


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