Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners? (original) (raw)
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Iejll International Electronic Journal For Leadership in Learning, 2009
The purpose of this position paper was to explore the challenges faced by principals in creating equitable opportunities for English language learners (ELLs) in the United States. We questioned "To what extent are educational leaders encouraged to create environments that value cultural diversity and the promotion of English language learners?" Our inquiry was prompted by the dearth of research in the U.S. supporting multicultural programs, coupled with the resistance of and minimal efforts by legislators to support policies that promote the improvement of ELLs. Using a review of literature, and informed by scholars who have examined the "Americanization" phenomenon, we analyzed state and federal educational policies focused on the promotion of ELLs. We considered whether these policies, intended to help students, are not in fact hindering educational leaders' efforts to create environments in which multiculturalism is valued.
2012
In this era of high stakes accountability, the relationship between English as a Second Language (ESL) specialists and mainstream teachers has become even more complex. For this study, four district level ESL administrators were interviewed using a semi-structured interview protocol about a) the roles and responsibilities of ESL teachers, b) the knowledge and skills mainstream teachers need to support ELLs, and c) the quality of university teacher preparation in light of public school realities. Findings indicate that ESL specialists play important instructional and non-instructional roles within schools that are not always valued by colleagues. Mainstream educators need greater preparation in understanding English proficiency levels, second language acquisition, cultural competence, and accountability for the success of ELLs. Recommendations focus on improving collaboration, accountability, cultural competency, and understanding of effective ESL program models.
In this era of high stakes accountability, the relationship between English as a Second Language (ESL) specialists and mainstream teachers has become even more complex. For this study, four district level ESL administrators were interviewed using a semi-structured interview protocol about a) the roles and responsibilities of ESL teachers, b) the knowledge and skills mainstream teachers need to support ELLs, and c) the quality of university teacher preparation in light of public school realities. Findings indicate that ESL specialists play important instructional and non-instructional roles within schools that are not always valued by colleagues. Mainstream educators need greater preparation in understanding English proficiency levels, second language acquisition, cultural competence, and accountability for the success of ELLs. Recommendations focus on improving collaboration, accountability, cultural competency, and understanding of effective ESL program models.
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This article shares the dialogues that school administrators are having about ELL students and discusses the use of social justice and equity focused professional learning communities as a way to transform this discourse to address the broader systemic inequities facing our ELL students. The authors share their insight from their work with administrators as they transform from talking about surface level issues they encounter in their work with ELL students, to deeper discourse about relations of power in schools.
Segregation and Integration in the Education of English Learners: Leadership and Policy Dilemmas
Leadership and Policy in Schools, 2020
In this introduction, we establish why school leaders must be attentive to how the organization of educational programs for English Learners impacts the degree to which they are segregated or integrated. We preview each article in the special issue and clarify the contributions that these pieces collectively make to research and practice. We argue that taken together the articles make the case that school leaders must balance separation and integration in a way that fosters equity of opportunity and affirms English Learners' multilingual and multicultural identities.
High School English Language Learner (ELL) Teachers and the Implementation of ELL Program Policy
2017
The work of English language learner (ELL) teachers is a central component of the education ELL students receive. Because of systemic barriers to equitable education, ELL students at the high school level have not historically met achievement benchmarks at the same rate as their non-ELL peers, as indicated by lower rates of graduation, post-secondary matriculation, and achievement in content area assessments (August, Shanahan & Escamilla, 2009; Callahan, Wilkinson & Muller, 2014). As federal, state, and district policy makers respond to these challenges, the need to better understand the work of ELL teachers-on the groundonly increases with the implications of policy reforms for ELL instruction. Because ELL teachers are often organized into departments at the high school level, there is a greater need to understand how the context of ELL departments shapes the work ELL teachers do, along with the influence of their own agency. Simultaneously, the complexity of ELL teachers' work calls Implications and Conclusion …………………………………………………………… References ……………………………………………………………………………… Appendix: Codebook …………………………………………………………………… Article 3 ………………………………………………………………………………...
Integration as Perpetuation: Learning from Race Evasive Approaches to ESL Program Reform
Teachers College Record: The Voice of Scholarship in Education
Background Currently, most Latinx emergent bilingual (EB) students are educated in English-medium programs alongside English-dominant peers. Legally mandated social integration of EB students coincides with a prescriptive linguistic emphasis on content-language integration in ESL (English as a second language) programs; both integrative approaches are particularly salient in the current hyperracial climate in the United States. Focus of Study We explore two schools’ responses to Latinx EB population growth via the intersecting racial and language ideologies informing and influenced by programmatic changes, educator perceptions, and pedagogical practices. Research Design This qualitative multiple case study spans two Texas schools selected by purposeful maximal sampling over the course of two separate academic years. Data include semistructured interviews, focus group interviews, and participant observations. Findings We find that institutional structures across the sites tended to p...
Language Policy and the Preparedness of Mainstream Teachers for Serving ELs in K-12 Classrooms
2015
English language learners (ELs) numbers are increasing steadily in classrooms across the United States. Some southeastern states have seen more than a 200% EL student increase in recent years (Migration Policy Institute, 2010). Since the inception of No Child Left Behind (NCLB) and especially since Title I “flexibility” revisions, responsibility for educating ELs has shifted from ESOL and bilingual teachers to primarily mainstream teachers. States that have opted out of NCLB under flexibility revisions are no longer as accountable to the U. S. Department of Education for the education of ELs. States and school districts are no longer required to include some EL test scores in accountability measures. Mainstream classroom teachers may no longer receive quality support from ESOL professionals in educating mainstreamed ELs. Are mainstream teachers prepared to educate ELs? This study examines the perceptions that mainstream classroom teachers have regarding their preparedness in serving...