Resource Library

The Dual Language Learner (DLL) population in the United States is growing. However, there are few standardized policies for identifying DLLs and for understanding how best to support them.

Home Language Surveys (HLS) are widely used by states as an initial screening tool to determine whether students should receive English language services. Typically, parents or guardians are asked to complete the HLS when enrolling a student in school.

One-third of children ages five and under in the United States have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are a diverse and growing group who have the potential to develop as multilingual and multiliterate individuals.

A distinguishing feature of English learners (ELs) centers on coming from homes in which a language other than or in addition to English is used, but bilingualism itself is not a risk factor for low academic achievement.

Elementary teachers often have difficulty determining whether a student should be referred for special education services. That task is further compounded when the student is an English learner (EL).

This interactive report by the Education Commission of the States provides a national comparison of states' English learner (EL) policies. The information used in this report was gathered through a review of state statutes and regulations.

When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was seen as a significant step forward for English learners (ELs). ESSA increased accountability for ELs, including their progress towards English proficiency and their performance in academic subjects.

This brief examines the issues surrounding states' ESSA data reports on the English learner (EL) subgroup. It first reviews the definition of EL and then discusses the variance that exists in states' practices for identifying ELs.

This article proposes a framework for state level education policies for English learners (ELs).

A qualitative research study was conducted to understand the academic challenges of long-term emergent bilingual students (also known as English learners) at the secondary level. The data collected included individual interviews with the students, plus language and academic performance records.