ERIC Number: EJ1247230
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1570-0763
EISSN: N/A
How Harmful Is Segregation? English Learners' Conditions for Learning in Segregated Classrooms
Leadership and Policy in Schools, v19 n1 p123-140 2020
This ethnographic study compares the educational experiences of Bangla-speaking and Spanish-speaking English Learners (ELs) served by officially identical bilingual instructional models within one public middle school. Building on theories of policy implementation and a case within a case analysis, I ask: How do EL's conditions for learning in segregated settings vary within schools? What varies the degree of harm or benefit entailed by linguistic segregation within schools? I argue that administrative choices related to program design and staffing, as well as the characteristics of the US-born population and the staff's beliefs about culture, impacted Bangla- and Spanish-speaking ELs' conditions for learning.
Descriptors: Middle School Students, English Language Learners, Spanish Speaking, Indo European Languages, Language Usage, Program Effectiveness, Urban Schools, Student Diversity, Bilingual Education, English (Second Language), Language of Instruction, Teacher Student Relationship, Cultural Influences, Social Isolation, Inclusion
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A