Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms

Autor/inn/en	Umansky, Ilana M.; Reardon, Sean F.
Titel	Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Quelle	In: American Educational Research Journal, 51 (2014) 5, S.879-912 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831214545110
Schlagwörter	Hispanic American Students; Classification; Bilingual Education; Barriers; English (Second Language); Second Language Learning; Language Proficiency; Accountability; Educational Policy; Educational Opportunities; Immersion Programs; Mainstreaming; English Language Learners; School Districts; Statistical Analysis; California + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Classification system; Klassifikation; Klassifikationssystem; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Verantwortung; Politics of education; Bildungspolitik; Bildungsangebot; Bildungschance; Immersionsprogramm; School district; Schulbezirk; Statistische Analyse; Kalifornien
Abstract	Schools are under increasing pressure to reclassify their English learner (EL) students to "fluent English proficient" status as quickly as possible. This article examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10