Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners.

Autores

  • Alex Ragan Course Crafters, Inc.
  • Nonie Lesaux Harvard Graduate School of Education

DOI:

https://doi.org/10.14507/epaa.v14n20.2006

Palavras-chave:

language minority learners, English language learners, classification, educational programs.

Resumo

Identification of a language minority learner for placement in a program for English Language Learners (ELLs), and the length of the support program, may have a significant effect on the student’s academic achievement. Widespread anecdotal evidence suggests that criteria used to make placement decisions vary widely across the U.S. This study systematically examines related federal laws and guidance, as well as published entry and exit criteria for ELL programs for the 10 states and 10 districts in the U.S. with the largest enrollment of ELLs. For the majority of placement decisions, a measure of English language proficiency is used. Very few states and districts rely on multiple sources of information for these decisions. The ramifications of these findings are discussed in light of the language and content demands of the mainstream classroom.

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Biografia do Autor

Alex Ragan, Course Crafters, Inc.

Alex Ragan is the research and development manager at Course Crafters, Inc., where he directs the development of instructional materials for ELLs and their teachers. He is also a graduate student at the Harvard Graduate School of Education, with research interests that focus on the long-term academic achievement of language minority learners and the translation of educational theory into teacher practice.

Nonie Lesaux, Harvard Graduate School of Education

Nonie K. Lesaux is Assistant Professor, Human Development & Education, Harvard Graduate School of Education. Lesaux’s research focuses on the reading and language development of language minority learners, and predictors of school achievement for this population. Lesaux works with several urban schools focused on raising the achievement of English Language Learners and was Senior Research Associate of the National Literacy Panel on Language Minority Children and Youth.

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Publicado

2006-08-15

Como Citar

Ragan, A., & Lesaux, N. (2006). Federal, state, and district level English language learner program entry and exit requirements: Effects on the education of language minority learners. Arquivos Analíticos De Políticas Educativas, 14, 20. https://doi.org/10.14507/epaa.v14n20.2006

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