Language Minority Students

Research related to effective educational policies and practices for language minority students (English language learners).

Realizing the Economic Advantages of a Multilingual Workforce

As markets have transitioned from agricultural to industrial to what is now the information age, there are tremendous opportunities for those who can analyze, collaborate, and communicate with people all over the world while providing services in the local language of the client. These workers can compete for work in their home markets and in markets where their language fluency puts them at an advantage over those with only monolingual skills—like many in the American workforce.

Preparing Secondary English Learners for Graduation and College  

This report summarizes the results of a demonstration project that aimed to provide Spanish-language, college preparatory curriculum via an on-line platform to Spanish-dominant immigrant students in four California high schools. This population of students would not have had access to such a curriculum due to an insufficient command of English, and limited inability to take and pass rigorous college prep courses designed for fluent English speakers.

Collection of the University of California Linguistic Minority Research Institute

The collected works of LMRI are available via UC's eScholarship.

Arizona Educational Equity Project: Overview

Researchers and graduate students from four of the nation's top research universities conducted new empirical studies as well as synthesizing existing studies on instructional models and assessment practices for English learners.

Arizona Educational Equity Project: Abstracts and Papers

This page links to nine papers received as part of the Arizona Educational Equity Project: 21 senior scholars and advanced graduate students from four major research universities joined together under the aegis of the Civil Rights Project at UCLA, to produce the studies on the condition of English learner students in Arizona

A Study of Arizona's Teachers of English Language Learners

Part 1 of the Arizona Educational Equity Project. Overall findings show that most of these Arizona teachers have a great deal of faith in their ELL students' ability to achieve at grade level but that the 4 hour ELD block to which they are assigned is not helping them to catch up with their English speaking peers.

Implementing Structured English Immersion (SEI) in Arizona: Benefits, Costs, Challenges, and Opportunities

Part 2 of the Arizona Educational Equity Project. The ELD block has neglected core areas of academic content that are critical for ELL students' academic success and graduation; contributed to ELL students' isolation; limited ELL students opportunities for on-time high school graduation, potentially increasing drop out--and for college readiness; and assumed that English language learning can be accomplished for all ELL students within an unrealistic timeframe and under a set of unrealistic conditions.