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

16 references·5 citing·50 second hopsampled

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References

2015Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education2,822 cited
2016Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts552 cited
2005Tracking and High School English Learners: Limiting Opportunity to Learn510 cited
2011Disproportionality in Special Education Identification and Placement of English Language Learners444 cited
2003English Learners in California Schools: Unequal resources, 'Unequal outcomes364 cited
2000The Threshold Hypothesis, Semilingualism, and Other Contributions to a Deficit View of Linguistic Minorities265 cited
2008Language-Minority Learners in Special Education224 cited
2010The long-term impact of subtractive schooling in the educational experiences of secondary English language learners186 cited
2015Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners154 cited
2008Classification System for English Language Learners: Issues and Recommendations143 cited
2006How Language Proficiency Tests Mislead Us about Ability: Implications for English Language Learner Placement in Special Education126 cited
2012Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population112 cited
2017Using an Ever–English Learner Framework to Examine Disproportionality in Special Education

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112 cited

2012The Gap That Can’t Go Away100 cited

2005Identifying English Language Learners with Learning Disabilities: Key Challenges and Possible Approaches98 cited

2016Conceptualizing Language Learners: Socioinstitutional Mechanisms and their Consequences91 cited

Cited by

2022Long-term English Learners: Untangling Language Acquisition and Learning Disabilities14 cited
2022“Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status10 cited
2024The expansive language access framework: an integrated approach to addressing oppression in language education8 cited
2021“A sentencing”: veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade spans5 cited
2022How Long-Term English Learners Perform on an English Language Proficiency Assessment During Grades 2 through 5: An Examination of Assessment Tasks and Features4 cited