U.S. schools aren't doing enough to educate the children of immigrants so that they can compete with upcoming generations of youths in places such as Hong Kong, Korea, and Finland, argue Marcelo M. Suarez-Orozco and Carola Suarez-Orozco in a Sept. 5 column in the Huffington Post.
An editorial in the Boston Globe and a response from someone who has been active for years in the national debate over how to best teach English to children from immigrant families suggest that Boston educators have ignored their responsibility to make sure ELLs get special help to learn the language.
Kate Menken, an assistant professor of linguistics at the City University of New York, will be guest of an EdWeek chat on educating long-term English-language learners on Thursday, Sept. 10, 2 p.m. to 3 p.m., Eastern time.
Educators often diminish the importance of focusing on students' skills in speaking and listening in English as well as reading and writing, says a thoughtful post over at a new blog created by Ballard & Tighe, which publishes an English-proficiency test. The post is written by three consultants who specialize in education for ELLs at the Teacher Writing Center. The writers say that "practical experience and formal research underscore the significance of oral language as a critical part of an English-learner's achievement of full language proficiency." Speaking English is a precursor to reading and writing, they argue. They go on to ...
Three scholars of language-minority students, or those who come from homes where a language other than English is spoken, have edited a book that attempts to convey the latest research and policy analysis concerning these students.
Children of immigrants account for about one-quarter of children in the nation under age 5, and their share of school enrollment will grow as they move into elementary school, according to a report on student demographics by the Washington-based Urban Institute.
The last "Read to the Top!" event of the summer hosted by U.S. Secretary of Education Arne Duncan was bilingual.
One of the regional laboratories of the Institute of Education Sciences is holding a free Webinar on Sept. 16, noon to 1 p.m. Eastern Time, to discuss findings from a study of the nation's most popular English-language proficiency test used for accountability under NCLB.
Over at Politics K-12, my colleague Alyson Klein writes that the Aspen Institute's commission on the No Child Left Behind Act has been revived. The commission, whose recommendations have been influential among federal policymakers, plans to hold a series of hearings over the next four months on such issues as turning around low-performing schools and improving high schools. The long list of new members of the commission includes Delia Pompa, who is very familiar with federal policies pertaining to English-language learners in this country. She's now the National Council of La Raza's vice president for education. In a former post, ...
James Crawford, a longtime writer about English-language learners and president of the Institute for Language and Education Policy, has sent a letter to U.S. Secretary of Education Arne Duncan contending that proposed priorities for Race to the Top are a bad idea for teachers of English-language learners.