Two viewpoints of English learner (re)classification: The implications of federal requirements for defining English learners in U.S. schools

Bond, Kenneth M.

doi:10.1002/tesj.491

Cited by 4 publications

(2 citation statements)

References 9 publications

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“…However, there is hope for a more equitable future for ELLs. Adjusting OCR guidance on classification and reclassification toward the compartment viewpoint (Bond, 2020) is a first step to remain in accordance with the equal opportunities protected by ESSA (2015).…”

Section: Discussionmentioning

confidence: 99%

“…However, studies have indicated an ineffectiveness of the classification system (e.g., Abedi, 2008; Callahan, 2005; Mavrogordato & White, 2017; Umansky & Reardon, 2014). Bond (2020) dichotomizes viewpoints on the classification system as compartment or fluid , with the former seeking consistency in classification criteria and the latter allowing for more flexibility. In this article, intended primarily for policymakers, I present an argument in favor of the compartment viewpoint.…”

Section: Introductionmentioning

confidence: 99%

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Revise federal policy on classification of English language learner

Klayton

2022

TESOL Journal

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Revise federal policy on classification of English language learner

Klayton

2022

TESOL Journal

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How teachers' beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner

Altavilla‐Giordano,

Monley

2024

TESOL Journal

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This study explores how public school teachers who were classified as English learners (ELs) in childhood make sense of the EL category, and how their beliefs shape their work with students who are designated as ELs. One understudied context in the field of effective education for ELs is the experience of teachers who were personally impacted by the label. In this study, seven teachers tell how they discovered that they were labeled as ELs, describe their experiences as EL‐designated students, and explain how those experiences influence their current understanding of the EL label and shape their teaching. By examining these stories through the lenses of labeling, stigma, and sensemaking, the study informs the work of educators who advocate for and instruct students designated as ELs, as well as individuals who train preservice and in‐service teachers.

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“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy

Flores

Lewis

2022

Equity & Excellence in Education

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Two viewpoints of English learner (re)classification: The implications of federal requirements for defining English learners in U.S. schools

Cited by 4 publications

References 9 publications

Revise federal policy on classification of English language learner

Revise federal policy on classification of English language learner

How teachers' beliefs and pedagogical practices are impacted by the experience of being labeled as an English learner

“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy

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