English Language Learners: Becoming Fluent in Afterschool

January 1st, 2011 | RESEARCH

English Language Learners (ELLs), a diverse group of individuals from across the world who are learning English for the first time, make up the fastest growing segment of the student population in United States public schools. This issue brief displays how the extra time and hands-on learning experiences provided by quality afterschool programs can allow for a specialized, less-formal learning environment in which ELLs can develop language and social skills that otherwise could not be addressed through the less flexible schedule of the regular school day.


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Team Members

Afterschool Alliance, Contributor, Afterschool Alliance


Publication: Afterschool Alliance Issue Briefs
Volume: 49

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Access and Inclusion: English Language Learners
Audience: Educators | Teachers | Elementary School Children (6-10) | Middle School Children (11-13) | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | General STEM | Mathematics
Resource Type: Research Brief | Research Products
Environment Type: Afterschool Programs | Public Programs