I examine the effect of English language profi ciency on the occupational choices of childhood immigrants into the United States. Following Bleakley and Chin (2004; 2010), I use an instrumental variables approach that exploits young children's superior language acquisition abilities to estimate the causal effect of English language skills on immigrants' choice of occupation. I find that immigrants with higher proficiency are more likely to work in jobs that require a sophisticated use of the English language, such as sales and administrative occupations. By contrast, immigrants with a weaker grasp of English are more likely to end up in occupations that do not rely on language skills, e.g. food preparation, farming, or production. I show that this effect is not driven primarily by the education channel, but is rather mostly the result of individuals' choice of the most suitable job within their educational category.

I examine the effect of English language proficiency on the occupational choices of childhood immigrants into the United States. In particular, I focus on the annual earnings and skills composition associated with immigrants' chosen occupations. Following Bleakley and Chin (2004; 2010), I use an instrumental variables approach that exploits young children's superior language acquisition abilities to estimate the causal effect of English language skills on immigrants' choice of occupation. In addition, I employ another instrument, based on Chiswick and Miller (2004), that accounts for the variation in English language acquisition difficulty among native speakers of other languages. I find that higher proficiency allows immigrants to work in more lucrative occupations. In addition, a better grasp of the English language leads immigrants to choose occupations in which communication skills -- active listening, negotiation, persuasion, reading comprehension, speaking, and writing -- are more important. These findings suggest that occupational choice is an important additional channel through which immigrants with a good command of the English language achieve better labor market outcomes.

Build the bridges for English language learners to reach success! Ten years ago, the first edition of Margo Gottlieb’s Assessing English Language Learners changed the dialogue about how educators envision educational equity for students. Since then, the ELL and dual language student populations have grown exponentially, and so has the need for forward-thinking and effective approaches to facilitating students’ academic language development alongside their content knowledge. This thoroughly updated edition of Gottlieb’s classic delivers a complete set of tools, techniques, and ideas for planning and implementing instructional assessment. The book includes: A focus on academic language use in every discipline, from mathematics to social studies, within and across language domains Emphasis on linguistically and culturally responsive assessment as a key driver for measuring academic achievement A reconceptualization of assessment "as," "for," and "of" learning Reflection questions to stimulate discussion around assessment policies and practices to maximize opportunities for teacher input and student engagement This book is an essential resource for pre-service and in-service teachers, educator teams, and school leaders striving toward equity in every classroom. "In this exciting, practitioner-friendly volume, Margo Gottlieb shows us how assessment as, for, and of learning can provide a level playing field for today’s language learners. Educators working with English language learners will find this assessment-moxie book truly invaluable." —W. James Popham, Professor Emeritus University of California, Los Angeles "There are no other books available that cover the topic of fair and equitable assessment practices for English learner as comprehensively as this one. Nor are there any other books with such a rich selection of tools readily available for practitioners. It must belong in every TESOL professional’s library!" —Andrea Honigsfeld, Associate Dean and EdD Program Director Molloy College

Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in the classroom, in the laboratory or workshop, and in work-based learning settings.

Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today's Career and Technical Education programs. The authors' teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs—in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiples settings.

How do school communities create environments that fully prepare both English learners and dual-language learners for colleges and careers? This valuable book profiles six high-performing high schools that had a singular focus on improving the educational outcomes of English learners. The authors use these case studies to identify a comprehensive set of design elements and shared values that were key factors in yielding extraordinary results. These include a school-wide language development framework that integrates content, analytical practices, and language learning; a broad and dynamic view of assessment practices; intensive social-emotional support for students and their families; and mission-driven staff and leadership that maximize learning opportunities across classrooms. The practices employed in these schools are not only essential for English learners’ success but, as the performance data shows, they also benefit all students. “This is my kind of change book: clear and deep; causes one to think; and inspires the reader to what may be possible on a wide scale.” —From the foreword by Michael Fullan, professor emeritus, University of Toronto “The schools featured in this set of beautifully drawn case studies reveal how they managed to beat the odds for their students—and there is much to learn by looking closely at what made them so effective.” —Lilly Wong Fillmore, professor, University of California, Berkeley “This book is a rich resource for all educators driven to ensure that all multilingual learners are ready for college and career.” —Angélica Infante-Green, deputy commissioner, New York State Education Department

Using novel methodological approaches and new data, The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist.