Preparing Multilingual Learners for College & Career Success
March 1, 2022, 4:00 – 4:30 PM ET
Speakers:
How do we prepare multilingual learners for their next steps after high school? What unique barriers do multilingual learners face when discovering and choosing a career path? What federal and state policies are alleviating –or exacerbating– these challenges?
In this 30-minute conversation hosted by the Center for Applied Linguistics, we look at key insights from the research on multilingual learners and successful transition from high school into college and/or the workforce. Special guests Dr. Yasuko Kanno, Dr. Ester de Jong, and Dr. Keira Ballantyne frame this policy discussion around equity in practice, centering the focus of policymakers, researchers, and practitioners on multilingual learners through an assets-based equity-based lens.
Resources
- Helping Newcomer Students Succeed in Secondary Schools and Beyond
- Diversifying the Teacher Pipeline: Precollegiate Recruitment – A CAL Commentary
- The March for our Lives: Bringing Power and Authenticity to the Language and Literacy Standards – A CAL Commentary
- Kanno, Y. (2021). English learners’ access to postsecondary education: Neither college nor career ready. Bristol, UK: Multilingual Matters.
- Kanno, Y. (2018). Non-college-bound English learners as the underserved third: How students graduate from high school neither college- nor career-ready. Journal of Education for Students Placed at Risk, 23(4), 336-358.
- Kanno, Y., & Kangas, S.E.N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848-878.
- Enroot Program
- California AB 705
- Mathematical Language Routines
These resources are not necessarily endorsed by, directly affiliated with, maintained, authorized, or sponsored by the Center for Applied Linguistics. The views and opinions expressed in these resources are those of the authors and do not necessarily reflect the official policy or position of the Center for Applied Linguistics.
