Stuck in the middle: examination of long-term English learners

Nami Shin

22 citations0/0 files storedInternational Multilingual Research Journal

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Multilingual Education and Policy EFL/ESL Teaching and Learning Education and experiences of immigrants and refugees

Abstract

Using student-level longitudinal data from one large urban school district, I examine Long-term English Learners’ (LTELs) characteristics and their linguistic and academic performance in comparison to on-track English learners and initially fluent students. I also investigate what factors are related to their becoming LTELs. This study focuses on English learners (ELs) whose home language is Spanish, the major language group in the district. The findings indicate LTELs often have disadvantaged characteristics and underperform against non-LTELs across grades, and ELs with disabilities are more likely to become LTELs than other ELs. Not all ELs with the highest initially English proficiency avoided becoming LTELs, which provides implications on the EL classification and programs.

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References

2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education 2016Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts 2005Tracking and High School English Learners: Limiting Opportunity to Learn 2011Disproportionality in Special Education Identification and Placement of English Language Learners 2003English Learners in California Schools: Unequal resources, 'Unequal outcomes 2000The Threshold Hypothesis, Semilingualism, and Other Contributions to a Deficit View of Linguistic Minorities 2008Language-Minority Learners in Special Education 2010The long-term impact of subtractive schooling in the educational experiences of secondary English language learners

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