Journal of Education & Social Policy

ISSN 2375-0782 (Print) 2375-0790 (Online)

Marginalization of U.S.-Born English Language Learners through English-Only Policies: Myths, Reality and Implications
Robin Lee Nelson, Patricia Davis-Wiley

Abstract
This article presents a comprehensive look at U.S.-born English language learners (ELLs), the fastest-growing demographic in U.S. schools today, by exploring the current research-based policies and practices in place in the United States to meet this population’s unique needs and the role that second language acquisition plays in this process. Specifically, the authors examine both the efficacy of and politics behind the English-only movement and dual-language programs such as bilingual education, and provide a rationale for why English-only educational policies may not be the best vehicle to help native-born ELs reach academic parity with native speakers of English.

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