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Unpacking the Language Demands in Academic Content and English Language Proficiency Standards for English Learners
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Wolf, Mikyung Kim; Bailey, Alison L.; Ballard, Laura; Wang, Yuan; Pogossian, Anahit – International Multilingual Research Journal, 2023
In U.S. K-12 public schools, educational policy and practice for English learner (EL) students center around two sets of academic standards: English language proficiency (ELP) standards and content standards such as in English language arts and mathematics. This study examined the types of language demands manifested in those standards in Grade 5.…
Descriptors: Elementary School Students, Grade 5, English Language Learners, English (Second Language)
Long-Term English Learners' Mathematics Course Trajectories: Downstream Consequences of Early Remediation on College Preparation
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Biernacki, Paulina J.; Altavilla, Jennifer; Kanopka, Klint; Hsieh, Hsiaolin; Solano-Flores, Guillermo – International Multilingual Research Journal, 2023
We investigated how high school mathematics course placement contributes to inequalities in college preparation for students categorized as "English Learners" (ELs), especially "long-term" English Learners (LTELs). We devised a base-2 enumeration approach that allowed us to process complex transcript data from one school…
Descriptors: Mathematics Instruction, Learning Trajectories, Student Placement, High School Students
Stuck in the Middle: Examination of Long-Term English Learners
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Shin, Nami – International Multilingual Research Journal, 2020
Using student-level longitudinal data from one large urban school district, I examine Long-term English Learners' (LTELs) characteristics and their linguistic and academic performance in comparison to on-track English learners and initially fluent students. I also investigate what factors are related to their becoming LTELs. This study focuses on…
Descriptors: English Language Learners, Urban Schools, Longitudinal Studies, Student Characteristics
Students' Perceptions of Bilingualism in Spanish and Mandarin Dual Language Programs
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Lindholm-Leary, Kathryn – International Multilingual Research Journal, 2016
Considerable research documents students' outcomes in dual language (DL) programs, but there is little examination of students' perceptions of bilingualism and its impact on students' cognitive functioning and social relationships, especially with comparative studies across different target languages and student backgrounds. This study, which…
Descriptors: Bilingual Education Programs, Positive Attitudes, Student Attitudes, Native Speakers