Language Needs of School-Age Children

Robert Kominski, U.S. Census Bureau
Hyon B. Shin, U.S. Census Bureau
Karen Marotz, University at Albany, State University of New York (SUNY)

Increasing numbers of immigrants to the United States has resulted in sizable numbers of persons with possible language-assistance needs. These individuals are not just older, adult immigrants, but their children, native or immigrants themselves. This poster examines the size, characteristics, and English-speaking ability of the school-age population (ages 5-17). We also examine the adults with whom they reside. Data from the 2006 American Community Survey are used to examine this population at the national, state and metropolitan levels. The focus is on: (a) children ages 5-17; (b) their parents; (c) and the teachers of these children. The analysis will demonstrate the magnitude of the language-need issue (defined using the English-speaking ability question); map its occurrences; and show the presence of foreign language-enabled teaching staff. States that traditionally have language-need-based populations are noted. A distinctive finding is the potential language needs of children in non-traditional states, such as Nebraska and Arkansas.