In 2021, about 21.3 percent of school children spoke another language than English at home in the United States. This is a decrease from 2019, when 22.6 percent of school children did not speak English at home.

In 2019, about 12.08 million children were speaking another language other than English at home in the United States. This number is fairly consistent with the previous year, where 12.13 million children spoke another language at home.

English language learners are students learning English as a second language and requiring modified instruction and/or additional language tutoring. ELL students are identified at school registration. All Connecticut public school students take the Home Language Survey at time of registration. If the Home Language Survey indicates a language other than English, the student is screened for ELL services. If the student qualifies, he or she receives ELL services and is assessed on an annual basis to determine progress. When the student meets the Connecticut English Mastery Standard, he or she exits the ELL program. Connecticut State Department of Education collects ELL enrollment for grades K through 12 on a school year basis. CTdata.org carries annual data for grades K through 3.

E7061 - Students Usually Resident and Present in the State, who spoke a language other than Irish or English at home 2011 to 2016. Published by Central Statistics Office. Available under the license Creative Commons Attribution 4.0 (CC-BY-4.0).Students Usually Resident and Present in the State, who spoke a language other than Irish or English at home 2011 to 2016...

In 2025, there were around 1.53 billion people worldwide who spoke English either natively or as a second language, slightly more than the 1.18 billion Mandarin Chinese speakers at the time of survey. Hindi and Spanish accounted for the third and fourth most widespread languages that year. Languages in the United States The United States does not have an official language, but the country uses English, specifically American English, for legislation, regulation, and other official pronouncements. The United States is a land of immigration, and the languages spoken in the United States vary as a result of the multicultural population. The second most common language spoken in the United States is Spanish or Spanish Creole, which over than 43 million people spoke at home in 2023. There were also 3.5 million Chinese speakers (including both Mandarin and Cantonese),1.8 million Tagalog speakers, and 1.57 million Vietnamese speakers counted in the United States that year. Different languages at home The percentage of people in the United States speaking a language other than English at home varies from state to state. The state with the highest percentage of population speaking a language other than English is California. About 45 percent of its population was speaking a language other than English at home in 2023.

The data is collected from all Government schools in Victoria as part of the August School census. From 2007 a student is deemed to be from a language background other than English if either the student or one parent/guardian speaks a language other than English at home.\r \r The dataset shows the aggregated full-time equivalent of Government School students enrolled in Victoria who have a Language Background Other Than English (LBOTE), per census year from 2007, by English spoken at home category as below: \r a) Students language background other than English-Speak mainly English at home;\r b) Students language background other than English-Does not speak mainly English at home; and\r c) Total students language background other than English\r \r The data is based on the August School Census which is held on the first Friday in August of each calendar year.\r All Victorian schools provide details of enrolments twice each year. The first collection occurs in February and the data collected is used as a basis for Government school resource allocation. The second collection occurs in August and the data collected is used as a basis for school resource allocation and for inclusion in state and national statistical publications.

This dataset presents the footprint of Languages Other Than English (LOTE) offered in Queensland state schools by school for the year of 2017. The data is presented in matrix form, where the values in the Language columns indicate whether the school offers that specific language at primary year levels (P), secondary year levels (S) or both primary and secondary year levels (P/S). For further information about this dataset, please visit the Queensland Department of Education - Languages in Schools. Please note: AURIN has spatially enabled this data using the Queensland Department of Education - State and Non State School Listings.

This map shows the percent of population with a limited ability to speak English by census tract. Search to your community and investigate the top language needs in nearby census tracts.*DATA AS OF 2011-2015*Data Source: U.S. Census Bureau's American Community Survey 5-year estimates, 2011-2015, Table B16001.Complete list of all languages available in this data set (29):Spanish or Spanish Creole; French (including Patois, Cajun); French Creole; Italian; Portuguese; German; Yiddish; Greek; Russian; Polish; Serbo-Croatian; Armenian; Persian; Gujarati; Hindi; Urdu; Chinese; Japanese; Korean; Mon-Khmer, Cambodian; Hmong; Thai; Laotian; Vietnamese; Tagalog; Navajo; Hungarian; Arabic; Hebrew. Those who have limited English ability and speak other languages are included in the percentage depicted in the map, but other languages will not appear in the ranked list or in the table.Accompanying feature layer and viewing app are also available.

Individuals speaking multiple language have been asserted to have a cognitive advantage, perhaps specifically in the domain of selective attention, although this claim has recently been challenged. The diversity of multilingual experiences and use seems of great importance here, and suggestions have been made that advantages especially emerge for individuals with higher ‘multilingual load’, referring to language experience and use factors including duration of multilingualism, number of languages mastered, and use of multiple languages in daily life. We captured multilingual language diversity using a language entropy measure, which encompasses several language use factors into one metric. We related individual differences in language entropy to selective attention as measured with an attentional blink (AB) task in 53 diverse multilingual individuals. During task performance, brain activity in the lateral prefrontal cortex was measured using fNIRS. We found no support for the claim that language diversity, or other individual factors related to language experience and use, influence AB magnitude. However, relations with T1 identification accuracy were observed and brain activity in the DLPFC during the attentional blink task also related to higher language diversity, jointly suggesting that language diversity may promote alertness and attention. This study is the first to relate simultaneous behavioral and brain attentional blink data to the language entropy measure. This is a dataset of 55 multilingual students, all of whom were enrolled in the English track of the psychology undergraduate degree program of the University of Groningen in the Netherlands. The dataset contains demographic information, and data on language use, experience, background and self-rated proficiency (assessed using a slightly modified version of the German LEAP-Q). Furthermore, there is data on language switching behavior, assessed using the Bilingual Switching Questionnaire. In addition to the self-reported language proficiency collected by means of the LEAP-Q questionnaires, objective language proficiency was assessed using the LexTALE language proficiency test. Participants have performed an attentional blink (AB) task as a measure of selective attention. In addition to questionnaire and task data, brain activity during performance of the AB task was measured using Functional Near-Infrared Spectroscopy (fNIRS). fNIRS is a non-invasive technique that measures the level of oxygenated- and de-oxygenated hemoglobin in the cerebral blood flow. This is a dataset of 55 multilingual students, all of whom were enrolled in the English track of the psychology undergraduate degree program of the University of Groningen in the Netherlands. The dataset contains demographic information, and data on language use, experience, background and self-rated proficiency (assessed using a slightly modified version of the German LEAP-Q). Furthermore, there is data on language switching behavior, assessed using the Bilingual Switching Questionnaire. In addition to the self-reported language proficiency collected by means of the LEAP-Q questionnaires, objective language proficiency was assessed using the LexTALE language proficiency test. Participants have performed an attentional blink (AB) task as a measure of selective attention. In addition to questionnaire and task data, brain activity during performance of the AB task was measured using Functional Near-Infrared Spectroscopy (fNIRS). fNIRS is a non-invasive technique that measures the level of oxygenated- and de-oxygenated hemoglobin in the cerebral blood flow. The dataset contains the preprocessed fNIRS data (hemoglobin & oxyhemoglobin data). Initial processing of the fNIRS data signal was done using the NIRS toolbox (Brain AnalyzIR; available at: https://github.com/huppertt/nirs-toolbox).

Context

This is a dataset I found online through the Google Dataset Search portal.

Content

The American Community Survey (ACS) 2009-2013 multi-year data are used to list all languages spoken in the United States that were reported during the sample period. These tables provide detailed counts of many more languages than the 39 languages and language groups that are published annually as a part of the routine ACS data release. This is the second tabulation beyond 39 languages since ACS began.

The tables include all languages that were reported in each geography during the 2009 to 2013 sampling period. For the purpose of tabulation, reported languages are classified in one of 380 possible languages or language groups. Because the data are a sample of the total population, there may be languages spoken that are not reported, either because the ACS did not sample the households where those languages are spoken, or because the person filling out the survey did not report the language or reported another language instead.

The tables also provide information about self-reported English-speaking ability. Respondents who reported speaking a language other than English were asked to indicate their ability to speak English in one of the following categories: "Very well," "Well," "Not well," or "Not at all." The data on ability to speak English represent the person’s own perception about his or her own ability or, because ACS questionnaires are usually completed by one household member, the responses may represent the perception of another household member.

These tables are also available through the Census Bureau's application programming interface (API). Please see the developers page for additional details on how to use the API to access these data.

Acknowledgements

Sources:

Google Dataset Search: https://toolbox.google.com/datasetsearch

2009-2013 American Community Survey

Original dataset: https://www.census.gov/data/tables/2013/demo/2009-2013-lang-tables.html

Downloaded From: https://data.world/kvaughn/languages-county

Banner and thumbnail photo by Farzad Mohsenvand on Unsplash

Data Notes:\r \r * The data only includes students learning a language on average for more than 1 hour per week for 35 or more weeks a year.\r \r * Includes students studying a language through the Secondary College of Languages (formerly Saturday School of Community Languages).\r \r * In 2021, the Language Participation Collection for Years 7-9 students was moved from August to May.\r \r * Programs in Languages other than English for Years K-6 and the Language Participation for Years 7-9 data collections were not conducted in 2022, in line with the department’s commitment to “clear the decks” for schools in Term 2 2022.\r \r Data Source:\r \r * Schools and Students: Statistical Bulletin . Centre for Education Statistics and Evaluation.\r \r

Population Usually Resident and Present in the State who Speak a Language other than English or Irish at Home (Number) by Birthplace, Language Spoken, CensusYear and Age Group

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Many residents of New York City speak more than one language; a number of them speak and understand non-English languages more fluently than English. This dataset, derived from the Census Bureau's American Community Survey (ACS), includes information on over 1.7 million limited English proficient (LEP) residents and a subset of that population called limited English proficient citizens of voting age (CVALEP) at the Community District level. There are 59 community districts throughout NYC, with each district being represented by a Community Board.

Data quality:Hamilton, City (C)Total non-response (TNR) rate, short-form census questionnaire: 2.5%Total non-response (TNR) rate, long-form census questionnaire: 3.5%Notes: 36 Knowledge of official languages refers to whether the person can conduct a conversation in English only French only in both or in neither language. For a child who has not yet learned to speak this includes languages that the child is learning to speak at home.For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 37 First official language spoken refers to the first official language (English or French) spoken by the person.For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 38 Mother tongue refers to the first language learned at home in childhood and still understood by the person at the time the data was collected. If the person no longer understands the first language learned the mother tongue is the second language learned. For a person who learned more than one language at the same time in early childhood the mother tongue is the language this person spoke most often at home before starting school. The person has more than one mother tongue only if they learned these languages at the same time and still understands them. For a child who has not yet learned to speak the mother tongue is the language spoken most often to this child at home. A child who has not yet learned to speak has more than one mother tongue only if these languages are spoken to them equally often so that the child learns these languages at the same time.n.i.e. = not included elsewhere n.o.s. = not otherwise specified For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 39 Users should be aware that estimates associated with Indigenous languages are more affected than most by the incomplete enumeration of certain reserves and settlements in the Census of Population. 40 All languages spoken at home refers to all languages that the person speaks at home on a regular basis at the time of data collection.n.i.e. = not included elsewheren.o.s. = not otherwise specified For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 41 Language spoken most often at home refers to the language the person speaks most often at home at the time of data collection. A person can report more than one language as "spoken most often at home" if the languages are spoken equally often.For a person who lives alone the language spoken most often at home is the language in which they feel most comfortable. For a child who has not yet learned to speak this is the language spoken most often to the child at home. Where more than one language is spoken to the child the language spoken most often at home is the language spoken most often. If more than one language is spoken equally often to the child then these languages are included here. n.i.e. = not included elsewhere n.o.s. = not otherwise specified For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 42 Other language(s) spoken regularly at home refers to the language(s) if any that the person speaks at home on a regular basis at the time of data collection other than the language(s) they speak most often at home.Comparisons to previous Census data is not recommended for the 'Other languages spoken regularly at home' variable. For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021. 43 Knowledge of official languages refers to whether the person can conduct a conversation in English only French only in both or in neither language. For a child who has not yet learned to speak this includes languages that the child is learning to speak at home.Knowledge of non-official languages refers to whether the person can conduct a conversation in a language other than English or French. For a child who has not yet learned to speak this includes languages that the child is learning to speak at home. The number of languages that can be reported may vary between surveys depending on the objectives of the survey. n.i.e. = not included elsewhere n.o.s. = not otherwise specified For more information on language variables including information on their classifications the questions from which they are derived data quality and their comparability with other sources of data please refer to the Languages Reference Guide Census of Population 2021.

As of 2023, more than ** percent of people in the United States spoke a language other than English at home. California had the highest share among all U.S. states, with ** percent of its population speaking a language other than English at home.

Table from the American Community Survey (ACS) 5-year series on languages spoken and English ability related topics for City of Seattle Council Districts, Comprehensive Plan Growth Areas and Community Reporting Areas. Table includes B16004 Age by Language Spoken at Home by Ability to Speak English, C16002 Household Language by Household Limited English-Speaking Status. Data is pulled from block group tables for the most recent ACS vintage and summarized to the neighborhoods based on block group assignment.Table created for and used in the Neighborhood Profiles application.Vintages: 2023ACS Table(s): B16004, C16002Data downloaded from: Census Bureau's Explore Census Data The United States Census Bureau's American Community Survey (ACS):About the SurveyGeography & ACSTechnical DocumentationNews & UpdatesThis ready-to-use layer can be used within ArcGIS Pro, ArcGIS Online, its configurable apps, dashboards, Story Maps, custom apps, and mobile apps. Data can also be exported for offline workflows. Please cite the Census and ACS when using this data.Data Note from the Census:Data are based on a sample and are subject to sampling variability. The degree of uncertainty for

Speakers of foreign languages by ability to speak English

The data is based on government school students who were counted as part of the August School Census and were classified as having a language background other than English according to the national …Show full descriptionThe data is based on government school students who were counted as part of the August School Census and were classified as having a language background other than English according to the national definition.

Data Notes: The table includes data from the K-6 Community Languages Program (CLP) and the K-6 Languages Program (non-CLP) collections. Students may study more than one language. Students in Distance Education and Opportunity Classes (OC) are included with their appropriate grade levels. The overall totals for individual languages may include students in support classes. Programs in Languages other than English for Years K-6 and the Language Participation for Years 7-9 data collections were not conducted in 2022, in line with the department’s commitment to “clear the decks” for schools in Term 2 2022. The data files from 2019 have been updated to include a new column labelled 'School Count', which displays the number of schools that offer/teach the language that year. Data Source: Schools and Students: Statistical Bulletin. Centre for Education Statistics and Evaluation.

SAP2022T2T6ED - Speakers of foreign languages by ability to speak English. Published by Central Statistics Office. Available under the license Creative Commons Attribution 4.0 (CC-BY-4.0).Speakers of foreign languages by ability to speak English...