1-020 - Fostering School Success for Dual Language Learners: Toward New Directions in Research, Practice and Policy

Session Type: Conversation Roundtable

Integrative Statement

Language is vital to success in cognitive, social, cultural, and emotional domains, and English is necessary for achievement in U.S. schools. This reality spotlights the need for rigorous research, evidence-based practices and effective policies for dual-language learners (DLLs). The goal of this roundtable is to present findings of a report from the National Academies of Sciences, Engineering and Medicine (NASEM) that focused on strategies for fostering the success of DLLs in the United States. The NASEM panel was convened because many DLLs are struggling in school, which jeopardizes their future prospects. The panel researched the numerous factors that affect and are affected by the complex process of dual-language learning. The session will consist of presentations from four NASEM committee members who contributed to the report, and be moderated by a research expert not involved with the report. The first presenter will summarize the demographic characteristics of DLLs, including diversity in their countries of origin, socioeconomic statuses, and receiving communities. The second presenter will summarize evidence on the capacity for and potential benefits of dual language learning in young children. The third presenter will review how the brain affects and is affected by dual language learning. The fourth presenter will summarize the factors associated with individual differences in dual-language-learning, including age of learner, skills in home language, features of exposure, and socio-cultural influences; and conclude with recommendations for practice, policy, and future research. The moderator will comment on report findings and lead a discussion on improving outcomes for DLLs.

Sub Unit

• Language, Communication

Moderator

• Robert Crosnoe, University of Texas Austin

Panelists

• Maria Sera, University of Minnesota

• Harriett Romo, University of Texas, San Antonio

• Arturo Hernandez, University of Houston

• Catherine S. Tamis-LeMonda, New York University, Department of Applied Psychology