Students who learn more than one language at a time are poised to contribute important skills and perspectives to our increasingly globalized world. Yet, current public policy tends to devalue multilingualism, and our schools fail to consistently support young children’s dual language development.
Advocates for early childhood, education, and racial equity understand that America’s past, present, and future is multilingual. They are pursuing policies and practices that unleash the potential of dual language learners, rather than undermining it. To support these efforts, FrameWorks researchers will pursue a series of interrelated studies to identify communications challenges and reframing recommendations.
This work is supported by grants from the Heising-Simons Foundation, the Bill & Melinda Gates Foundation, the McKnight Foundation, and the Sobrato Foundation.
New! When More Means Less: Mapping the Gaps between Expert and Public Understandings of Dual Language Learners (2017)
This report compares how experts and members of the public think about dual language learners and explains the implications for communications practice.