Language Development Policies and Practices Impacting the College and Career Readiness of Long-Term English Learners (LTELs) in Secondary Schools

Autor/in	Mendoza, Cecilia
Titel	Language Development Policies and Practices Impacting the College and Career Readiness of Long-Term English Learners (LTELs) in Secondary Schools
Quelle	In: Educational Leadership and Administration: Teaching and Program Development, 30 (2019), S.14-34 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1064-4474
Schlagwörter	Language Planning; English Language Learners; Secondary School Students; College Readiness; Career Readiness; Common Core State Standards; Language Acquisition; Educational Policy; Barriers; Career Academies; Partnerships in Education; Language Proficiency; Learner Engagement; Equal Education; Access to Education; California + Suchen Sie Ihr Suchwort? Sprachwechsel; Sekundarschüler; Common core curriculum; Curriculum; Kerncurriculum; Sprachaneignung; Spracherwerb; Politics of education; Bildungspolitik; Berufsakademie; Hochschulpartnerschaft; Language skill; Language skills; Sprachkompetenz; Education; Access; Bildung; Zugang; Bildungszugang; Kalifornien
Abstract	Programs and policies related to the education of long-term English learners (LTELs) at the secondary level are often based on the belief that fluency in English is the primary, if not the sole, requirement for academic success and college and career readiness. This case study investigates whether LTEL students are accessing Linked Learning/California Partnership Academy pathways to achieve the goals of the Common Core State Standards of college and career readiness. Results indicate that conflicting language development policies at the district and site level impede access to programs that offer college and career readiness skills. (As Provided).
Anmerkungen	California Association of Professors of Education Administration. Web site: http://www.capea.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01