兰德公司（RAND）：2025美国多语言学习者教学现状及挑战研究报告（英文版）（24页）.pdf

1、SABRINA LEE,ASHLEY WOO,JULIA H.KAUFMAN,SY DOANLost in TranslationTeachers Report Feeling Unprepared to Support Multilingual LearnersFindings from the 2024 American Instructional Resources SurveysIn todays increasingly diverse classrooms,multilingual learners(MLLs)are a rapidly growing subpopulation

2、of K12 public school students,growing by 35 percent from 2000 to 2020(National Clearinghouse for English Language Acquisition,2022).As of 2021,they made up 10.6 percent of the public school student populationor about 5 million students(National Center for Education Statistics,2024a).The MLL populati

3、on is as high as 20 percent in several states,including Texas and California,and continues to grow swiftly in many other states,such as South Carolina,Kentucky,Missis-sippi,and Indiana(Grantmakers for Education,2010;National Clearing-house for English Language Acquisi-tion,2022).MLLs bring linguisti

4、c and cul-tural assets to the classroom,but they also face academic challenges compared with their English-only peers.Only 5 percent of 8th grade MLLs scored at least proficient on the 2024 National Assessment of Educational Progress(NAEP)reading assessment,compared with 32 percent of their English-

5、KEY FINDINGS About one-half of teachers serving multilingual learners(MLLs)reported feeling not at all or only somewhat prepared to teach MLLs.Addressing the needs of MLLs ranked low among principals priori-ties for selecting teachers professional learning and instructional materials,even in schools

6、 with a moderate to large proportion of MLLs.Slightly less than one-third of teachers serving MLLs reported that their curriculum materials were adequate for helping MLLs master their state standards and language in English language arts,math-ematics,and science.About 60 percent of teachers serving