Examining the English Learner Policy Ecology: How Educators Navigated the Provision of Designated English Language Development (ELD) Support at the Secondary Level

Autor/inn/en	Hopkins, Megan; Weddle, Hayley; Lavadenz, Magaly; Murillo, Marco A.; Vahdani, Tara
Titel	Examining the English Learner Policy Ecology: How Educators Navigated the Provision of Designated English Language Development (ELD) Support at the Secondary Level
Quelle	In: Peabody Journal of Education, 97 (2022) 1, S.47-61 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopkins, Megan) ORCID (Weddle, Hayley)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
DOI	10.1080/0161956X.2022.2026719
Schlagwörter	English Language Learners; School Districts; Teacher Attitudes; Access to Education; Equal Education; Educational Policy; Course Content; Language Proficiency; Classification; Educational Trends; English (Second Language); Second Language Learning; Second Language Instruction; Academic Support Services; Middle School Students; High School Students; School Policy; Teaching Methods; Policy Analysis; California + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Kursprogramm; Language skill; Language skills; Sprachkompetenz; Classification system; Klassifikation; Klassifikationssystem; Bildungsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Schulpolitik; Teaching method; Lehrmethode; Unterrichtsmethode; Politikfeldanalyse; Kalifornien
Abstract	Under federal civil rights law, U.S. school districts have a dual obligation to provide students identified as English learners (ELs) with designated English-language development (ELD) instruction and integrated ELD support during core content instruction. Drawing on an analysis of interviews with 96 educators in two large California districts, we use an ecological approach to explore how district and school staff navigated the provision of designated ELD at the secondary level. Findings revealed that state and school structures shaped district culture in ways that deemphasized designated ELD for ELs across proficiency levels. Rather than emphasizing integrated ELD approaches that foster language development through content, however, these structural and cultural dynamics meant that many ELs received few, if any, linguistic supports. Although federal oversight and leaders' agency helped to shift this trend and support ELs' access to ELD, the primary mode of delivery was through required ELD courses, which research shows can preclude ELs' access to core content. These findings have important implications for policymakers and leaders seeking to ensure that all ELs have equitable access to language and content instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01