September 27, 2017
ESL. Non-native English speaker. Limited English proficient. These may be some of the terms that come to mind when you’re trying to describe students whose first language isn’t English. But over time, as officials have recognized that some of these labels can perpetuate negative or inaccurate narratives, the terminology has changed and evolved. Today, you might hear the U.S. Department of Education talk about English language learners (ELL) or just English learners (EL).
July 11, 2017
Whether it’s learning English or challenging the negative stereotypes of being an immigrant, one young man demonstrates the importance of persistence, courage, and hope in hard times in this moving personal narrative.
June 28, 2017
In a Center for Promise study released this spring, an important finding emerged: Students whose first language is not English (FLNE) are not a homogenous group. But schools are often tasked with treating this dynamic group of students as if they are all the same.
May 15, 2017
This story is part of the “90 for All” series, which examines the challenges facing traditionally underserved students, particularly low-income and homeless students, English language learners, students of color, and students with disabilities. One in five students in Massachusetts is classified as FLNE, a student whose First Language is not English. Even though Massachusetts has increased its high school graduation rate from just below 80 percent to 86 percent in recent years—one of the highest in the country—the rate for FLNE students is only 70 percent.
As Country Grapples with Graduation Gaps, New Research on Mass. Students Whose First Language is Not English Suggests Youth-Led Path Forward for Educators, Policymakers
May 11, 2017
Youth whose First Language is Not English (FLNE) represent the fastest growing segment of the United States public school population. Despite evidence that FLNE students display high levels of optimism and motivation for academic advancement, they continue to graduate at lower rates than the national average.
April 04, 2017
How can schools and communities create an inclusive environment for English-language learners? It starts by recognizing that bilingualism is an asset to be encouraged, not a problem to be solved.
November 29, 2016
This report provides new insights into the obstacles to wellness young people of color face in five cities and brings young people’s voices and views into the discussion about what affects their health and wellness.
TAG: English Learners
SOURCE: Center for Promise
Action Platform: Non-Academic Factors
October 07, 2013
The Center for Promise, the first research center for America’s Promise Alliance (America’s Promise), examined how youth access opportunities in their communities, their goals, and services available in youth systems in their latest brief, Navigating and Negotiating Pathways for Success: A Thematic Analysis of the Life Experiences of Youth and Their Caregivers.