For roughly 50 years, the federal government has been committed to supporting students who are recent immigrants and/or non-native English speakers. However, policymakers have not managed to agree on the types of services needed and how best to deliver them. In this report, Patricia GA!ndara argues that students who are immigrants and/or English language learners (ELLs) often exhibit strengths that monolingual, non-immigrant children may not have, and which policymakers should view as important assets to be cultivated. Moreover, the strengths that ELLs and immigrants bring with them to school tend to be well aligned with the goals of deeper learning.
State and Local Policy
Administration and Leadership