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Equitably Supporting the Academic Achievement of Multilingual Learners in the United States

Tue, April 26, 11:30am to 1:00pm PDT (11:30am to 1:00pm PDT), Marriott Marquis San Diego Marina, Floor: South Building, Level 1, Leucadia

Session Type: Symposium

Abstract

Many terms are used in reference to U.S. students who are not from monolingual-English homes in the U.S., but one feature remains central in describing this heterogenous group of learners: developing English language proficiency. Stubborn deficit framings have historically plagued discussions about multilingual learners’ academic achievement, with limited attention to the extent to which the existing school infrastructure is designed to meet this population’s unique linguistic assets to inform equitable instructional efforts. The collection of studies comprising this symposium draw on a range of methodological approaches, from analyses of existing large-scale national and state-level data to unique primary data collection designs. However, the studies all share an asset-driven orientation to address pressing questions of educational equity centered on multilingual learners.

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