‘Good teaching for all students?’: sheltered instruction programming in Washington state language policy

Stephens, Crissa; Johnson, David

doi:10.1080/09500782.2014.924965

Cited by 18 publications

(6 citation statements)

References 17 publications

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“…This resulted in the ESL teachers traveling between multiple schools each day, reducing the amount of support for ELs below the state requirements. Mrs. Franks shared, “It was a lot of traveling, a lot of time wasted in traveling when I could have met with the kids.” Mrs. Franks is not alone in her frustration with traveling; previous research has shown that the itinerant nature of ESL teaching inhibits service provision by reducing instructional time and straining relationships with colleagues (see Batt, ; Liggett, ; Stephens & Johnson, ).…”

Section: Resultsmentioning

confidence: 99%

Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

Kangas

2018

TESOL Quarterly

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Inadequate and incomplete educational services for English learners (ELs) with disabilities is a common civil rights issue in the U.S. K-12 education system. Although the federal government has documented that schools are instituting policies of providing only one set of services, such as special education or EL supports, there is little understanding as to why this practice persists in spite of educational laws and policies. Through a qualitative comparative case study that draws on two complementary theories, intersectionality and the language planning and policy onion, this study examines two schools' service provision practices for ELs with disabilities. The findings reveal that educators' beliefs about the differential weight of federal special education and EL laws and policies resulted in practices that bar ELs with disabilities from receiving the dual services to which they are legally entitled. The findings underscore the significance of bolstering school leaders' knowledge of federal language education laws and policies, while also instituting greater protections for ELs with disabilities, to safeguard these learners' educational opportunities and rights.

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Section: Resultsmentioning

confidence: 99%

Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

Kangas

2018

TESOL Quarterly

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“…Integrating language and content instruction requires specific skills and training, however, and research suggests that many content area teachers feel underprepared to do so (de Jong & Harper, 2005;Santibañez & Snyder, 2018). Without strong professional development, teachers may end up using traditional sheltering methods that separate EL students from full access to content (Stephens & Johnson, 2015).…”

Section: Policy Area #5: English Language Development (Eld) Instructionmentioning

confidence: 99%

State English learner education policy: A conceptual framework to guide comprehensive policy action

Umansky¹,

Porter²

2020

EPAA

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Given the role of the state as the primary governing level tasked with U.S. public education, combined with the rapid rise in the proportion of students who are identified as English learners (ELs), this manuscript puts forth a framework for state EL education policy. The framework is organized around three core principles of understanding students, providing high quality instruction, and supporting effective systems. Drawing on recent decades of policy research, the framework identifies nine key areas for comprehensive state policy action: (1) addressing diversity in EL skills and needs, (2) EL assessment, (3) classification and reclassification, (4) core content access, (5) English language development instruction, (6) bilingual education, (7) EL funding, (8) teacher preparation and skills, and (9) pre-K through postsecondary alignment. Along with synthesizing policy research in each of the nine areas, we present relevant policy implications. We outline how this framework can be used – and adapted – by policymakers and scholars to examine state EL education policy contexts and to guide future research and policymaking.

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“…Just bear with us because it's very important that we respect the parents' time and their decision and whether or not to service their children. Throughout the study, the district increased its investment in SIOP training for mainstream teachers, a language policy implementation choice that is consistent with many other school districts across the country that can lead to detrimental effects without proper resources and support (Johnson et al, 2017;Stephens & Johnson, 2014). Robinson had been investing in SIOP training for its mainstream teachers for a few years prior to these recommendations and policy initiatives due to its high proportion of ELL students.…”

Section: Resisting An Identity Of Deficitmentioning

confidence: 90%

“…Research has also advanced knowledge of some of the dynamics involved in identity construction in classroom interactions, demonstrating the importance of sociocultural and linguistic identity in learning (Lewis, 2001;McKinney & Norton, 2008; and educational access (Guo, 2006;Kanno & Varghese, 2010). These issues are even more complex in multilingual classrooms where language policy implementation impacts the format of instruction and the educational practices that are used (Martin-Jones & Heller, 1996;Stephens & Johnson, 2014), and students' identities as ELLs may play a role in their classroom participation opportunities (Norton & Toohey, 2011;Rymes & Pash, 2001;Talmy, 2008). Scholars of social identity in language learning have called for more examination of the role of language policies in this process (Norton & Toohey, 2011), and scholars of language policy have identified the need for research that further illuminates how classroom interactions relate to the larger policy structure of the school and country (Martin-Jones, 2015).…”

Section: Research Findings and Gaps: Policy Identity Families And mentioning

confidence: 99%

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Language policy and multilingual identity at home and in school

Stephens¹

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To the memory of my mother, Suzanne, who taught me about power in caring. And to Lila, my daughter, who makes learning about complex identities a source of evolving joy. iii ACKNOWLEDGEMENTS Thank you, first, to Oscar. I don't think many can fully understand the sacrifices you made so that I could complete this PhD, but I see and feel them. Te agradezco y te amo. To Tammia and DeeAnn and everyone at Wilson St./Morningside, who know how many acts of kindness and casserole it takes to put a dissertation into the world. You are our community. You have made our time here rich and we have loved sharing life with you. Thank you, also, to the members of my committee. To my advisor, David Johnson, for your time, feedback, and critique that strengthened this project and shaped my work through the years. To Amanda Thein, who reminded me of my own identity when I needed it. To Laurie Graham, whose work and teaching I respect deeply. To Leslie Schrier, whose support is a source of encouragement. To Lia Plakans, who is a model of kindness, professionalism, scholarship, and humility. And to Elana Shohamy, who first appeared in my life as an unexpected comfort in grief and is now an example of advocacy for fairness though scholarship. Each of you has taught me, each of you has shown me something about whom I hope to become. Deep thanks to Jamie Schissel, Nita Schmidt, Aliza Fones, and Phil Striegel for the intellectual and emotional work you put into this project. You did this for free, but I could never put a price on it. To my dad and sister, you are the best cheerleaders. Finalmente, me gustaría reconocer la valentía y la contribución de los participantes en este proyecto. Los maestros tal como las familias tomaron una posición iv vulnerable y valiente para crear la transformación. Esto no fue para nada fácil y es mi privilegio haber aprendido y participado junto a Uds./ Finally, I would like to acknowledge the courage and contribution of the participants in this study. Both educators and families put themselves into courageous, vulnerable positions in order to create transformation. This is no easy task, and it was my privilege to have learned from and participated alongside you in it.

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‘Good teaching for all students?’: sheltered instruction programming in Washington state language policy

Cited by 18 publications

References 17 publications

Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

Breaking One Law to Uphold Another: How Schools Provide Services to English Learners with Disabilities

State English learner education policy: A conceptual framework to guide comprehensive policy action

Language policy and multilingual identity at home and in school

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