"A Sentencing": Veteran Educators' Perceptions of a Constriction of English Learner Students' Opportunities across Grade Spans

Autor/inn/en	Umansky, Ilana M.; Poza, Luis E.; Flores Gutierrez, Misael
Titel	"A Sentencing": Veteran Educators' Perceptions of a Constriction of English Learner Students' Opportunities across Grade Spans
Quelle	In: International Multilingual Research Journal, 15 (2021) 3, S.267-291 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Umansky, Ilana M.) ORCID (Poza, Luis E.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2021.1883794
Schlagwörter	Experienced Teachers; Teacher Attitudes; English Language Learners; Classification; Instructional Program Divisions; Urban Schools; School Districts; Educational Experience; Socialization; Track System (Education); Access to Education; Educational Resources; Educational Opportunities; Barriers; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Lehrerverhalten; Classification system; Klassifikation; Klassifikationssystem; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Bildungserfahrung; Socialisation; Sozialisation; Leistungsgruppe; Leistungsdifferenzierung; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsmittel; Bildungsangebot; Bildungschance
Abstract	Recent research suggests that English learner (EL) classification can impact students in both positive and negative ways. We do not know enough, however, about what contexts and features of EL education lead to these divergent effects. Because students are classified as ELs at all grade levels, and the structure and content of schooling change dramatically across grades, one important consideration is whether EL classification operates differently for students in different grade spans. This study draws on the knowledge of veteran EL educators in one large, urban school district to examine the affordances and potential hazards of being classified as EL in different grade spans. The paper asks first, how these educators interpret EL-classified students' academic and social experiences at different grade spans, and second, what features of schooling shape these heterogeneous experiences of EL classification. Analysis of in-depth interviews suggests that academic exclusion, insufficient resources, and tracking, among other schooling features, increasingly constrict opportunities for students classified as ELs in upper grade spans. Key transitions -- from early to mid-elementary, and from elementary to secondary -- also alter EL-classified students' experiences. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01