A Return to the "Mexican Room": The Segregation of Arizona's English Learners

Autor/inn/en	Gandara, Patricia; Orfield, Gary
Institution	University of California, Los Angeles, Civil Rights Project / Proyecto Derechos Civiles
Titel	A Return to the "Mexican Room": The Segregation of Arizona's English Learners
Quelle	(2010), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Second Language Learning; Student Rights; English (Second Language); Court Litigation; Hispanic American Students; Mainstreaming; Racial Segregation; Spanish Speaking; Social Isolation; Social Development; Emotional Development; Student Development; Educational Environment; Barriers; Arizona + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Rechtsstreit; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rassentrennung; Soziale Isolation; Soziale Entwicklung; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper reviews the research on the impact of segregation on Latino and English Language Learner (ELL) students, including new empirical research conducted in Arizona. It also reviews court decisions regarding students' rights to be integrated with their mainstream peers, and provides data on the increasing segregation of Arizona's Latino and English learner students. Given that the great majority (over 80%) of Arizona's English Language Learners are Spanish speakers, there is considerable overlap between ELL and Latino students. This paper also reviews the extant literature on the impact of segregation at both the school and classroom levels and pays special attention to the particularly deleterious effects of linguistic isolation for English learners. The paper concludes that the excessive segregation of Arizona's Latino and EL students is most probably harmful to these students' achievement and social and emotional development and that there are alternative strategies that the state could use to ameliorate these harms and provide a more effective education for these students. (Contains 80 footnotes and 1 chart.) (As Provided).
Anmerkungen	Civil Rights Project / Proyecto Derechos Civiles. 8370 Math Sciences, P.O. Box 951521, Los Angeles, CA 90095-1521. Tel: 310-267-5562; Fax: 310-206-6293; e-mail: crp@ucla.edu; Web site: http://www.civilrightsproject.ucla.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10