E.g., 08/11/2020
E.g., 08/11/2020

Language Access

Language Access

The phrase "language access services" describes services that agencies use to bridge the communication barrier with individuals who cannot speak, understand, read, or write  fluently in the host-country language. In the United States, federal law and executive orders mandate compliance with language access requirements for any agency receiving federal funds. Explore MPI's research in this area and visit the Language Access: Translation and Interpretation Policies and Practices section for national and state-level data on LEP individuals, commentaries by service providers, and more.

Recent Activity

Reports
June 2009
By Randy Capps, Michael Fix, Margie McHugh, and Serena Yi-Ying Lin
Reports
July 2007
By Margie McHugh, Julia Gelatt, and Michael Fix
Articles

Pages

Recent Activity

Reports
June 2009

This report examines the funding formula used to distribute Workforce Investment Act Title II federal funds for adult education, literacy, and English as a Second Language instruction, and argues that the formula fails to account for the size and needs of adults with limited English proficiency.

Reports
July 2007

This report seeks to capture the extent of the existing need for adult English language instruction services by analyzing the number and characteristics of lawful permanent residents and unauthorized immigrants, and translating these numbers into estimates of service hours and financial costs necessary to advance the language and literacy skills of these immigrants.

Articles

A decade-long panel survey conducted in San Diego, California, and Miami/Ft. Lauderdale, Florida, reveals different outcomes among members of the second generation in education, employment, acculturation, incarceration, and family formation. Rubén G. Rumbaut of the University of California, Irvine and Alejandro Portes of Princeton University provide an overview of the latest results.

Articles

Richard Alba of the Mumford Center for Comparative Urban and Regional Research at SUNY Albany examines English-language usage among the second and third generations.

Pages