UNIT 8. LANGUAGE To say there is an achievement gap between English-language learners (ELLs) and non-ELLs, when tested in English, is to restate the obvious but tells us little about their long-term achievements. Anecdotally, we can say with some confidence that ELLs experience many of the academic difficulties that other language-minority groups do. But there are few hard data to rely on. While English proficiency tests are more meaningful than academic assessments in English, they are still not helpful since ELLs vary considerably in their initial level of English and in their pace of acquisition. And what is the relationship between SES, ELL status, and academic outcomes? Educators’ and employers’ misunderstandings about language acquisition and second-language learning have had a negative influence on academic achievement, job placement, and career success for language-minority individuals. New theories on language acquisition and secondlanguage learning provide new insights for school practices and hold potential for improving academic achievement and career success for presently underserved student populations. These new theories have led to new trends in research and new frameworks for classroom practices and employment situations.Learning Goals: 1. Describe trends in the research on bilingual education. 2. Explain the relationship between language acquisition, academic achievement, and career success. 3. Identify and provide an analysis of demographic factors that influence schooling for students from diverse cultural, linguistic, and experiential backgrounds. 4. Describe the challenges faced by language-minority individuals and their instructors and employers when language-minority individuals enter an institution with limited English proficiency. Key Questions: 1. Why is it so important to some communities that English be the only language for business, instruction, etc? 2. What is the relationship between language proficiency and test performance? 3. What does the research say is optimal for facilitating learning for English-language learners? Do the approaches change depending on the age of the learner (i.e., child vs. adult)? 4. What kind of diversity is there among English-language learners? Why does language become the defining characteristic?