“I Am Not a Shelter!”: Stigma and Social Boundaries in Teachers’ Accounts of Students’ Experience in Separate “Sheltered” English Learner Classrooms

Dabach, Dafney Blanca

doi:10.1080/10824669.2014.954044

Cited by 74 publications

(81 citation statements)

References 41 publications

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“…Even in more progressive contexts, EL students are often placed in segregated content area classes, with teachers expected to provide modified instruction (Dabach, 2011). Many argue that secondary EL content area coursework covers less material and provides a watered-down curriculum (Callahan, 2005; Dabach, 2014; Ek, 2009). In addition, full integration of EL students, risk their placement with non-EL certified teachers unprepared to meet both their students’ linguistic and academic needs.…”

Section: Discussion and Conclusion: Implications For Policy And Practicementioning

confidence: 99%

Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage

Callahan

Humphries

2016

American Educational Research Journal

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Considerable research investigates the immigrant advantage, yet little work examines the influence of school-based linguistic status. Contradictory patterns exist: research identifies both an immigrant advantage and a language minority disadvantage in college going. Although not all immigrant youth are language minorities, many do speak a language other than English. Educators in U.S. schools group immigrant students into three discrete linguistic categories: native English speakers, language minorities not in ESL, and English learner (EL) students. We employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002. Results suggest an immigrant advantage only among the two immigrant groups not in ESL, and evidence of undermatching—wherein students choose post-secondary options for which they are over prepared—among high achieving EL students. Expanded understanding of the immigrant advantage might improve EL students’ pathways into college, stemming this loss of human capital.

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Section: Discussion and Conclusion: Implications For Policy And Practicementioning

confidence: 99%

Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage

Callahan

Humphries

2016

American Educational Research Journal

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“…Scholarship in EL education has continued to examine the linkages between a student's status as an English learner and curricular learning opportunities in schools (Callahan et al, 2010;Dabach, 2014;Umansky, 2016aUmansky, , 2016b. Embedded in the larger conceptual framework of opportunity to learn, these studies, among others, have illuminated the ways in which ELs have differential-specifically, much more limited-educational opportunities for learning than their monolingual English-speaking peers.…”

Section: Geospatial Inquirymentioning

confidence: 99%

“…Studies have shown that ELs are less likely to take critical content courses (Callahan & Shifrer, 2016), particularly science (Callahan, Wilkinson, & Muller, 2010;Umansky, 2016a). Second, even when ELs take content area courses, curricula are often watered down (Dabach, 2014;Valdés, 2001). Such findings indicate that a trade-off occurs in schools: Content learning is often forfeited for ELs because of second language (L2) learning needs (Kanno & Kangas, 2014).…”

Section: Introductionmentioning

confidence: 99%

Using geospatial technology to teach language and content to English learners

2018

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It has been well documented that English learners (ELs) in U.S. secondary schools have limited access to rigorous content area curriculum, in particular science. Yet watering down or forgoing content area instruction compromises the short‐ and long‐term academic trajectories of ELs. Thus, the need for science curricula that marries rich learning opportunities with language support continues to be a pressing need in EL education. This article draws on an innovative inquiry‐based science curriculum to demonstrate how geospatial technologies can be utilized to provide ELs with rigorous academic and second language learning opportunities. The featured curriculum includes tasks that engage students in locally relevant issues and draws on principles of second language acquisition and geospatial learning. The curriculum ultimately demonstrates how opportunities to learn can be cultivated for ELs as well as other language learners in a wide range of academic contexts.

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“…The ability to engage with rigorous academic content is critical; however, educators often conflate English proficiency with academic prowess and limit EL students’ academic exposure while they learn English (Callahan, 2005; Dabach, 2014). Adding to the opportunity gap, too few teachers of EL students have been fully trained to meet their charges’ unique linguistic and educational needs (Gándara et al 2003; Samson & Collins, 2012).…”

Section: The El Opportunity Gap: Policy Instruction and Equitable Amentioning

confidence: 99%

Equitable Access for Secondary English Learner Students

Callahan

Shifrer

2016

Educational Administration Quarterly

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Purpose EL education policy has long directed schools to address English learner (EL) students’ linguistic and academic development, and must do so without furthering inequity or segregation (Lau, 1974; Castañeda, 1981). The recent ESSA (2015) reauthorization expresses a renewed focus on evidence of equity, effectiveness, and opportunity to learn. We propose that high school course taking patterns provide evidence of program effectiveness and equity in access. Research Design Using data from the nationally representative Educational Longitudinal Study of 2002 (ELS: 2002), we employ multinomial regression models to predict students’ likelihood of completing two types of high school coursework (basic graduation, college preparatory) by their linguistic status. Findings Despite considerable linguistic, sociodemographic, and academic controls, marked disparities in high school course taking patterns remain, with EL students experiencing significantly less academic exposure. Implications for Policy and Practice Building on McKenzie and Scheurich’s (2004) notion of an equity trap and evidence of a long-standing EL opportunity gap, we suggest that school leaders might use our findings and their own course taking patterns to prompt discussions about the causes and consequences of local EL placement processes. Such discussions have the potential to raise awareness about how educators and school leaders approach educational equity and access, key elements central to the spirit of EL education policy.

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“I Am Not a Shelter!”: Stigma and Social Boundaries in Teachers’ Accounts of Students’ Experience in Separate “Sheltered” English Learner Classrooms

Cited by 74 publications

References 41 publications

Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage

Undermatched? School-Based Linguistic Status, College Going, and the Immigrant Advantage

Using geospatial technology to teach language and content to English learners

Equitable Access for Secondary English Learner Students

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