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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
Garver, Rachel
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.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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