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ERIC Number: EJ1061424
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 41
ISSN: ISSN-1534-8458
Looking Holistically in a Climate of Partiality: Identities of Students Labeled Long-Term English Language Learners
Flores, Nelson; Kleyn, Tatyana; Menken, Kate
Journal of Language, Identity, and Education, v14 n2 p113-132 2015
In recent years there has been growing awareness about a sub-group of students labeled "Long-Term English Language Learners" (LTELLs). Our study seeks to show how students who fall within the LTELL category see themselves through the lens of their lived experiences as (emergent) bilinguals, students, family/community members and transnational individuals. Countering discourses which frame these students as deficient, we apply the discourse of partiality framework as a lens through which to better understand how these students perceive themselves via their languages, ethnic-connectivity and academic trajectories. We argue that the discourse around the label can be understood as a racial project that serves to perpetuate white supremacy through the marginalization of the language practices of communities of color. We conclude by exploring how schools can take a broader view of this population to create positive learning opportunities that build on who they are and how they see themselves.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York