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ERIC Number: EJ1045193
Record Type: Journal
Publication Date: 2014-Nov
Pages: 39
Abstractor: As Provided
Reference Count: 71
ISSN: ISSN-0042-0972
English Learner "Curricular Streams" in Four Middle Schools: Triage in the Trenches
Estrada, Peggy
Urban Review: Issues and Ideas in Public Education, v46 n4 p535-573 Nov 2014
Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of "Curricular Streams" to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the "Curricular Streams" within the schools' broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL "Curricular Streams": One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of "Curricular Streams" and school cultures that might increase ELs' opportunity to learn and achieve the dual goals.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A