Immigrant-origin children and English-learners are among the fastest growing school-age populations in the U.S. As two distinctly different groups of students with overlapping challenges, both immigrant-origin students and English-learners (ELs) often must navigate limited access to at-home educational resources while being disproportionately affected by COVID-19. Many students have seen their access to direct language instruction decrease in this time as a result of districts’ competing priorities, and students and their families have trouble navigating resources when they aren’t available in their native language.
Given these challenges, what can the research evidence tell us about the practices districts, schools and teachers can use to build inclusive learning environments that support immigrant-origin and EL students’ educational success and build inclusive learning environments and reduce the widening opportunity and achievement gaps between this group of students and their peers?
Join us for a lively discussion moderated by Education Week’s Debbie Viadero, assistant managing editor. The panel will draw on the evidence from two new EdResearch for Recovery briefs, “Supports for Students in Immigrant Families,” and “Supports for Students Who Are English-Learners.”
