More Time Spent in High-Quality Early Childhood Programs is Especially Beneficial for DLLs
A study of Head Start and DLL finds that early intervention can give children the boost they need to excel in English literacy later on.
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A New ESEA: Bipartisanship Doesn’t Add Up to Much for DLLs
Senators Lamar Alexander and Patty Murray released their much anticipated bipartisan bill to revamp No Child Left Behind.
State Momentum Building in Support of Dual Immersion Programs
Last Friday was a BIG day for thousands of parents across DC, the lottery results for city wide admittance to coveted schools went live.
Arizona and DLLs: Language and Politics in the Desert
A series of studies explore whether Arizona’s Structured English Immersion model works for ELs.
Navigating the “Empirical Darkness” of Impacts of Digital Media on Hispanic-Latino Families
Very little is known about how these technologies impact Latino parenting practices and the development and academic achievement.
Differences in Hispanic-Latino Families’ Access to and Use of Educational Media
The Joan Ganz Cooney Center at Sesame Workshop released a series of reports on Latino families’ use of digital media.
Sobrato Early Academic Language (SEAL) Provides Dual Language Learners with a Strong Start
Lara Burt highlighted California’s paradoxical English-only approach to serving Dual Language Learners (DLLs).
Lessons from Texas on the Relationship Between School Funding and the Academic Achievement of English Language Learners
A symposium held by the Intercultural Development Research Association explored ways to secure equity and excellence for DLLs.
What the Student Success Act Could Mean for DLLs
Reps. John Kline and Todd Rokita introduced the Student Success Act to replace the much-maligned, outdated No Child Left Behind.
The Common Core Just Might be the Greatest (or Worst) Thing to Happen to DLLs
Many educators are concerned that raising academic standards presents challenges for DLLs