The long-term impact of subtractive schooling in the educational experiences of secondary English language learners

Menken, Kate; Kleyn, Tatyana

doi:10.1080/13670050903370143

Cited by 122 publications

(109 citation statements)

References 15 publications

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“…Although this may not be the case for all students in all settings, this study suggests that the longer students are in separate EL programs, and the more fluent they become in English, the more likely they are to attribute alternative meanings to their placements (i.e., "I must be stupid if I'm still in these classes")-when, in fact, larger unresolved bureaucratic processes are often at work (Linquanti, 2001). Although not all EL-designated students are placed into separate EL settings (Menken & Kleyn, 2010;Olsen, 2010;Thompson, 2013), in settings where a tight coupling exists between EL designations and separate EL programs, bureaucratic issues that keep ELs from becoming redesignated serve to keep students in separate spaces, even when some EL-designated students may have more in common with their English monolingual peers than with recently arrived immigrants. And yet, within the system they are still on one side of a "great divide" (Dabach, 2009, p. 134;Zerubavel, 1991) with potential implications for which courses they have access to and how their schedules are determined (Callahan, 2005).…”

Section: Discussionmentioning

confidence: 98%

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

Dabach

2014

Journal of Education for Students Placed at Risk (JESPAR)

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This study investigates how teachers interact with immigrant-origin youth in school-based contexts of reception that mediate youth's educational opportunities. One understudied context is sheltered instruction, where English learners (ELs) are placed into separate content-area courses to target their linguistic needs. This qualitative study highlights the unintended consequences of ELs' placements by examining 3 teacher cases in depth. Teachers' accounts reveal that EL content courses designed to increase access were, in fact, stigmatizing spaces where students made social distinctions and engaged in impression management to mitigate perceptions that they lacked intelligence because of their programmatic placements. Teachers also managed stigma in distinct ways, representing different orientations and communication strategies in response to students' experiences of stigma. This investigation raises questions about the tensions embedded in how language status, race, and classification intersect with the very solutions intended to ameliorate inequalities, as well as teachers' roles in the education of immigrant EL-designated youth.

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Section: Discussionmentioning

confidence: 98%

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

Dabach

2014

Journal of Education for Students Placed at Risk (JESPAR)

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“…This is because many emergent bilingual students who are new to English are also emerging in their academic-literacy development in their home language because of failing school systems abroad that often lead to interrupted (or at best inadequate) formal education (DeCapua & Marshall, 2011). In addition, many emergent bilingual students who have gone to school in the United States have had their home-language academic-literacy development interrupted by the U.S. school system's monolingual approach (Menken & Kleyn, 2010). Thus, as with the new-language progressions, the home language arts progressions require differentiation and scaffolding.…”

Section: The Common Core State Standardsmentioning

confidence: 99%

Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform

2014

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Abstract:Standards-based reforms in many Anglophone nations have been informed by monoglossic language ideologies that marginalize the dynamic bilingualism of emergent bilinguals. Recent developments in applied linguistics that advocate for heteroglossic language ideologies offer an alternative for standards-based reform. This article argues that standards-based reform initiatives will not be able to address the needs of emergent bilingual students unless they create ideological spaces that move away from monoglossic language ideologies toward heteroglossic language ideologies and implementational spaces that provide concrete tools for enacting this vision in the classroom. With a particular focus on the Common Core State Standards in the U.S. context, the article develops a vision for standards-based reform that begins to affirm and build on the dynamic bilingualism of emergent bilingual students. Specifically, the article explores two classrooms and the New York State Bilingual Common Core Initiative as starting points for theorizing how to develop ideological and implementational spaces that infuse heteroglossic language ideologies into standards-based reform initiatives while also emphasizing the role of monoglossic approaches to assessments in ultimately undermining the attempts that are currently being made. Many Anglophone nations have adopted standards-based educational reform initiatives that include English language learners (henceforth referred to as emergent bilinguals 1 ). These reform initiatives are often framed as necessary for preparing students for our increasingly globalized

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“…We contend that this policy initiative holds promise for the approximately 10 million students who speak a language other than English at home, including the 4.6 million students labeled as ELs in Kindergarten-through-grade-12 (K-12) public schools (National Center for Education Statistics, 2016). When implemented in practice, the SoBL has the potential to provide ELs with opportunities to jointly develop home languages, particularly in secondary settings where ELs often receive subtractive, remedial, English-only instruction (Janzen, 2008;Menken, 2013;Menken & Kleyn, 2010;Reyes & Her, 2010;Wells, 2010). Nonetheless, we assert the need to critically evaluate the goals and logistics of states' SoBL policies with a lens on equity and access for ELs.…”

Section: The Seal Of Biliteracy: Considering Equity and Access For Enmentioning

confidence: 99%

The Seal of Biliteracy: Considering equity and access for English learners

Heineke

Davin

Bedford

2018

EPAA

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The Seal of Biliteracy is a grass-roots language policy initiative that is sweeping across the United States. An award affixed to high school graduates’ transcripts and diplomas, the overarching purpose of the policy is to promote and foster students’ bilingualism and biliteracy in K-12 schools. Initiated in California in 2011, the policy has been modified significantly as stakeholders in 32 different states have drafted, passed, and enacted similar legislation in recent years. On its surface, the policy appears to hold promise in disrupting the monolingual norm prevalent in U.S. schools; however, with many states focusing efforts on world language education for English-dominant students, a critical analysis of the policy from the lens of the large and growing population of English learners is warranted. This paper considers the 32 state policies from this lens, first exploring the policy purpose and logistics and then making policy recommendations to enhance equity and access for English learners. The recommendations target stakeholders across the United States who seek to either initiate or revise Seal of Biliteracy policies within their unique state contexts.

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The long-term impact of subtractive schooling in the educational experiences of secondary English language learners

Cited by 122 publications

References 15 publications

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

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

Dynamic Bilingualism as the Norm: Envisioning a Heteroglossic Approach to Standards‐Based Reform

The Seal of Biliteracy: Considering equity and access for English learners

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