In 2017, Learning the Language blog readers were drawn to stories about foreign language education, the Trump administration's aggressive stance on immigration, and research that explored the benefits of bilingualism.
In five states, Arizona, Louisiana, Maryland, New York, and Virginia, fewer than 50 percent of English-language learners graduate high school in four years. Some states produced much better results.
Educators and researchers are questioning whether the increase in high school completion rates means the needs of those students are being better served in the nation's K-12 schools.
The new law overturns a nearly 15-year-old law that had eliminated bilingual education in most of the state's public schools.
A set of new upgrades and enhancements, along with the Spanish version, are designed to support all learners, but were intentionally designed with ELLs and struggling readers in mind.
The dual-language classes paved the way to English-proficiency for non-native speakers. The findings are consistent with other research that touts the benefits of two-way language instruction.
Recent research offers conflicting views on a critical topic: How should educators classify ELL students who are on the cusp of English proficiency?
"Parents should not be treated as a monolithic group when designing and implementing school choice policies," a new Rice University research brief concludes.
A new report from the Migration Policy Institute report examines the key challenges middle and high school educators face in meeting the needs of these students and outlines strategies to help them meet their goals.
Federal law established through a 1982 U.S. Supreme Court decision makes clear that schools and districts cannot adopt enrollment policies that deny or discourage children from enrolling because of immigration status.