Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners

Flores, Nelson; Kleyn, Tatyana; Menken, Kate

doi:10.1080/15348458.2015.1019787

Cited by 118 publications

(76 citation statements)

References 17 publications

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“…However, despite common views, most learners classified as EL were born in the United States, including children of refugee and immigrant parents, US Latinos, and Indigenous peoples. In addition, one‐fourth of ELs are considered long‐term ELs, meaning they have been educated in US schools for longer than 7 years but have not tested out of EL status (Flores, Kleyn, & Menken, 2015).…”

Section: Introductionmentioning

confidence: 99%

A framework for science classroom assessment task design for emergent bilingual learners

Fine

Furtak

2020

Science Education

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The Framework for K–12 Science Education (NRC; 2012) placed renewed emphasis on creating equitable science learning opportunities for all learners by engaging in three‐dimensional learning experiences: disciplinary core ideas, crosscutting concepts, and science and engineering practices. Additionally, the Framework calls for a more inclusive approach to science learning that builds upon learners' linguistic practices and funds of knowledge and integrates open‐ended, multimodal approaches to documenting learning throughout the assessment process. To support assessment developers in designing expansive Framework‐aligned classroom‐assessment approaches for emergent bilingual learners—learners developing two or more languages—tools are needed to guide design of assessments from their inception. This paper presents a literature‐based framework for science assessment design for emergent bilingual learners that includes components critical to support these learners. We then operationalize the framework into five categories and analyze nine publicly available Next Generation Science Standards sample classroom assessments. The sample tasks allow us to illustrate how those engaged in classroom assessment design might create more expansive Framework‐based science classroom assessments appropriate for emergent bilingual learners.

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Section: Introductionmentioning

confidence: 99%

A framework for science classroom assessment task design for emergent bilingual learners

Fine

Furtak

2020

Science Education

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“…This article is not the first to engage in a “terminological tussle” (Cunningham, ), questioning the labels institutions place on language‐minoritized students (Flores, Kleyn, & Menken, ; Flores & Rosa, ). Instead, it adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise.…”

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confidence: 98%

Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom

Seltzer

2019

TESOL Quarterly

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This article adds to the growing body of literature that calls for shifts in teachers’ and researchers’ stance and practice toward a re‐seeing and re‐hearing of students for their linguistic assets and expertise. By taking up the theory of translanguaging (García, 2009; García & Li Wei, 2014) to understand students’ language practices, I trouble the labels and terms so often assigned to language minoritized students, particularly those that fall into the larger categories of “home” and “school” language. To do this, I draw on data collected during a yearlong ethnographic study of an 11th‐grade English language arts classroom in New York City. This study took up what I term a critical translingual approach (Seltzer, 2019), engaging language minoritized students—bilingual students as well as those students traditionally viewed as monolingual—in metalinguistic conversations, literacy activities, and writing that delved into the role language played in their identities and lived experiences. By centering students’ talk and writing about their own languages, this article serves as a call to educators and researchers to relinquish conceptualizations of “standard” or “native” language and to embrace those that foster students’ critical integration of new features into their existing linguistic repertoires.

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“… States vary in the length of time students are designated as ELLs before being labeled Long‐Term English Learners (Flores, Kleyn, and Menken ). …”

mentioning

confidence: 99%

Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts

Rosa

2016

J Linguistic Anthropol

325

171

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This article examines the racialized relationship between ideologies of language standardization and what I term “languagelessness.” Whereas ideologies of language standardization stigmatize particular linguistic practices understood to deviate from prescriptive norms, ideologies of languagelessness call into question linguistic competence–and, by extension, legitimate personhood–altogether. Throughout the article I show how these ideologies interact with one another, and how assessments of particular individuals' language use often invoke broader ideas about the (in)competence and (il)legitimacy of entire racialized groups. I focus specifically on dimensions of the racialized relationship between ideologies of language standardization and languagelessness in contemporary framings of U.S. Latinas/os and their linguistic practices. I draw on a range of evidence, including ethnographic data collected within a predominantly Latina/o U.S. high school, institutional policies, and scholarly conceptions of language. When analyzed collectively, these sources highlight the racialized ways that ideologies of language standardization and languagelessness become linked in theory, policy, and everyday interactions. In my examination of these data through the lens of racialization, I seek to theorize how ideologies of language standardization and languagelessness contribute to the enactment of forms of societal inclusion and exclusion in relation to different sociopolitical contexts, ethnoracial categories, and linguistic practices.

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Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners

Cited by 118 publications

References 17 publications

A framework for science classroom assessment task design for emergent bilingual learners

A framework for science classroom assessment task design for emergent bilingual learners

Reconceptualizing “Home” and “School” Language: Taking a Critical Translingual Approach in the English Classroom

Standardization, Racialization, Languagelessness: Raciolinguistic Ideologies across Communicative Contexts

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