This report argues that students who are immigrants and/or “English language learners” (ELLs) often exhibit strengths that monolingual, non-immigrant children may not have, and that policymakers should view as important assets for individual learners and their communities. Further, the strengths that ELLs and immigrants bring with them to school tend to be well aligned with the goals of deeper learning—not only mastering high-level academic content and skills but also learning to work collaboratively, think critically, communicate effectively, and monitor and direct one’s own learning. Finally, this report offers recommendations for federal and state policymaking that could help educate ELLs to their full potential.
Source Organization: Students at the Center