Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices

Mahoney, Kate; MacSwan, Jeff

doi:10.1080/15235882.2005.10162822

Cited by 37 publications

(39 citation statements)

References 8 publications

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“…This finding is consistent with the extant literature we reviewed (e.g., Mahoney & MacSwan, 2005), suggesting that assessments with pervasive issues may be promulgating discrepancy views of achievement among ELLs.…”

Section: Assessmentsupporting

confidence: 82%

“…One of the limitations with these assessments is that "they do not necessarily measure students' ability to use the language in real-life settings or for academic purposes" (García, McKoon, & August, 2008, p. 255). Some researchers have found these assessment practices to be more detrimental than helpful in promoting achievement among ELLs (MacSwan, 2000;MacSwan & Rolstad, 2006;Mahoney & MacSwan, 2005). MacSwan and Rolstad (2006), for example, presented native language proficiency rates of students assessed with various measures that were in stark contrast with the extant literature on language acquisition (p. 2320).…”

Section: Limited English Proficiencymentioning

confidence: 74%

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Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

López

Scanlan

Gundrum

2013

EPAA

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Abstract:In this study, we examined the degree to which the requirements in each state's teacher education programs reflect current theory and practice for teachers of ELLs in their coursework, and how these requirements in turn are related to 4th grade Hispanic ELL's reading outcomes on the National Assessment of Educational Progress. We found that required coursework on English language development and assessment were positively related to Hispanic ELLs' reading outcomes. Moreover, states that require both specialist certification, and all teachers to have some level of training to meet the needs of ELLs, also tend to have higher levels of achievement than states that do not have these requirements. Keywords: academic achievement; English language learners; teacher certification programs; NAEP; Latinos.Preparación de Maestros para estudiantes que precisan aprender Inglés: evidencia empírica e implicaciones políticas Resumen: En este estudio, se analizó el grado en que los requisitos de cada estado para los programas de formación de profesores reflejan las teorías y prácticas de los profesores de estudiantes que precisan aprender inglés en sus cursos, y cómo estos requisitos, a su vez, están relacionados con los resultados en lectura en la Evaluación Nacional del Progreso Educativo de los Education Policy Analysis Archives Vol. 21 No. 20 2 estudiantes de 4 º año hispanos que precisan aprender el Idioma Inglés. Se encontró que el desarrollo y la evaluación de los cursos requeridos para el idioma Inglés se relacionaron positivamente con los resultados en lectura estudiantes hispanos que precisan aprender inglés. Además, los estados que requieren certificación de especialista y al mismo tiempo que todos los docentes tienen algún nivel de formación que permitan satisfacer las necesidades de los estudiantes hispanos que precisan aprender inglés también tienden a tener niveles más altos de logro academico que los estados que no cuentan con estos requisitos. Palabras clave: logro académico; estudiantes que precisan aprender inglés; programas de certificación de maestros; Evaluación Nacional del Progreso Educativo; Latinos. Preparação de Professores de Aprendentes de Língua Inglesa: Evidência Empírica e Implicações PolíticasResumo: Neste estudo, analisámos em que grau as exigências dos programas de cada estado para a formação de professores refletem a atual teoria e prática para professores de aprendentes de Língua Inglesa nos seus cursos, e como esses requisitos, por sua vez, estão relacionados com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos do 4º ano na Avaliação Nacional do Progresso Educativo. Descobrimos que o desenvolvimento e avaliação do curso exigido para língua inglesa se relacionavam positivamente com os resultados em leitura dos aprendentes de Língua Inglesa Hispânicos. Para além disso, estados que exigem certificação especialista e, simultaneamente, que todos os professores tenham algum nível de formação para atender às necessidades dos aprendentes de Língua Inglesa, também tendem...

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Section: Assessmentsupporting

confidence: 82%

Section: Limited English Proficiencymentioning

confidence: 74%

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

López

Scanlan

Gundrum

2013

EPAA

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“…Typically, identification of language minority students begins with a home language survey, completed by the parents, indicating the use of a language other than English in the home (Mahoney & MacSwan, 2005). However, recognition of language minority status is just the first step in the LEP identification process.…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement

Callahan

Wilkinson

Muller

2010

Educational Evaluation and Policy Analysis

153

174

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The 1974 Lau decision requires that U.S. public schools ensure a meaningful education for students learning English. English as a Second Language (ESL) placement is an institutional response to the linguistic needs of these students; however, its academic implications remain largely unexplored. Using nationally representative data from the Educational Longitudinal Study (ELS), the effects of ESL placement on college preparatory course enrollment and academic achievement of language minority students are estimated, first with fixed effects regression models and then with multi-level propensity score matching techniques. While numerous school and individual level factors beyond language proficiency predict ESL placement, a significant negative estimated effect of ESL placement on science enrollment and cumulative GPA is consistently found. Perhaps more important, however, no positive effects of ESL placement on the achievement of language minority youth are found when accounting for English proficiency and other potential covariates.

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“…In addition, when language minority youth do enroll, it is primarily in two-year, rather than four-year institutions (Desmond & Turley, 2009; Turley, 2009). Over 20% of K-12 students are language minorities, noted as a special status group in U.S. schools—flagged for linguistic assessment and identification upon enrollment (Abedi, 2008; Mahoney & MacSwan, 2005), as well as possible placement in linguistic support services.…”

mentioning

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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Reexamining Identification and Reclassification of English Language Learners: A Critical Discussion of Select State Practices

Cited by 37 publications

References 8 publications

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

Preparing Teachers of English Language Learners: Empirical Evidence and Policy Implications

Academic Achievement and Course Taking Among Language Minority Youth in U.S. Schools: Effects of ESL Placement

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

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