Educational Policy in the United States Regarding Bilinguals in Early Childhood Education

Authored by: Eugene E. García , Ann-Marie Wiese

Handbook of Research on the Education of Young Children

Print publication date:  August  2012
Online publication date:  January  2013

Print ISBN: 9780415884341
eBook ISBN: 9780203841198
Adobe ISBN: 9781136897023

10.4324/9780203841198.ch22

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Abstract

Given that the population of children who enter school not speaking English has grown by 40% in the last decade (Garcia & Jensen, 2009), and that there continues to be no appreciable reduction in the achievement gap for these children as compared to their English-speaking monolingual peers (Gandara & Hopkins, 2010; Wiley, Lee, & Rumberger, 2009), educating children from bilingual families continues to be a major concern of educational systems throughout the United States. While the education of bilingual students 1 in the United States is a continuous story of underachievement, it need not be in the future. The current challenge is to improve academic outcomes, and as such, educational policy must focus both on providing equity and fostering excellence.

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