Supporting English Language Acquisition

Summary

This briefing paper offers clear recommendations to foundations interested in supporting Limited English Proficient (LEP) immigrants. Readers will gain an overview of the LEP population and the challenges these newcomers face. They will also learn about 5 widely replicated models for teaching English to LEP immigrants. The end goal is simple: Empower funders to strategically invest in English acquisition programs that promote stronger immigrant families and brighter economic futures. 

Table of Contents

• Preface
• Table of Contents
• Executive Summary
• Introduction
• A Demographic Portrait of Limited English Proficient Immigrants and Their Children
• English Proficiency: Pathway to Improved Employability and Economic Success
• English Proficiency: Strategies for Strengthening Immigrant Families
• Summary of How Foundations Can Invest
• Conclusion
• Endnotes
• Resources
• Acknowledgements

Key Takeaway

The problem: Too many students to teach and too few seats in the classroom

In the United States, some 14 million working-age adults speak English less than very well—and this population is growing. At the same time, federal and state funding for English language programs is falling far short. Developing these programs is critical to helping immigrants strengthen their families, enhance their economic security and achieve their full potential as contributing community members.