Literaturnachweis - Detailanzeige
| Autor/inn/en | Lowenhaupt, Rebecca; Bradley, Sarah; Dallas, Joi |
|---|---|
| Titel | The (Re)Classification of English Learners: A District Case Study of Identification, Integration, and the Design of Services |
| Quelle | In: Leadership and Policy in Schools, 19 (2020) 1, S.60-80 (21 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1570-0763 |
| DOI | 10.1080/15700763.2020.1714056 |
| Schlagwörter | Public Schools; Student Diversity; Language Usage; English Language Learners; Classification; Educational Policy; Public Policy; Federal Government; Court Litigation; Civil Rights Legislation; Federal Legislation; State Policy; Bilingual Students; Student Rights; Student Needs; Teacher Role; Inclusion; Massachusetts |
| Abstract | In US public schools, linguistic diversity is growing rapidly with an increasing number of students who are learning English. Federal and state policies lay the foundation for language acquisition through (re)classification processes for English Learners (ELs). However, the classification process runs the risk of establishing separate services for ELs with little direct guidance for supporting integration. We present a qualitative case study of a small, suburban district's approach to (re)classification. We explore how the implementation of EL policy shaped the design of services, identification procedures and teacher roles with a focus on their relationship to integration. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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