Adolescent English Language Learners (ELLs), who must simultaneously learn English and age–appropriate subject material, perform double the work of their native language peers because they are held to the same grade-level standards for academic literacy. Moreover, the ELL population is comprised of a diverse range of learners who vary dramatically in their existing literacy levels, native languages, and cultural and educational backgrounds. This report is the effort of a panel of researchers, policymakers, and practitioners to address six main challenges to improving academic literacy among ELLs, as well as proposed solutions and policy implications.
Type:
Research and Reports