STEM preparation--especially high school math course-taking--is a key predictor of college entrance. Previous research suggests that high school English learners (ELs) not only take fewer advanced math courses but also enroll in college at much lower rates than non-ELs--a group that includes former ELs. In the present study, we alter the analytic…

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…

We address the concern that classification of English learners (ELs) primarily based on standardized tests does not accurately reflect what students know and can do with English. While qualitative classroom discourse analyses show that ELs' language-in-use is not as limited as test scores indicate, available evidence is sparse and prone to…

We examined semiotic exchangeability in pop-up glossary translations and illustrations used as supports for second language learners (SLLs) in computer-administered mathematics tests. In a sample of 516 mathematics items, Grades 3-8 and 11, from a large-scale assessment program in the US, test developers identified terms that could be translated…

In spring 2019, without controversy or fanfare and without violating the voter mandate of Proposition 203, emergent bilinguals in Arizona were once again granted unrestricted access to dual language bilingual education after nearly 20 years. The policy change was accomplished through a seemingly small piece of legislation that reduced the daily…

Multilingual learners, some of whom are also new immigrants to the United States, are a growing demographic in our K-12 public schools. Unfortunately, multilingual learners find limited academic opportunities in our public schools. This research explores the opportunity gap for our culturally and linguistically diverse students, the positionality…

Mathematics is not just memorized facts, but rather it is understanding how to approach and solve problems, and problem-solving requires linguistic proficiency. Too often, English learners' (ELs) relatively low math performance is dismissed due to their supposed "limited" English proficiency. Taking this perspective, a constructivist…

Superdiversity is a relevant context for Central Ohio and adolescent newcomer programs. These programs index broader societal debates about bilingual approaches, with research supporting programs that engage and develop students' full linguistic repertoires, a key aspect of translanguaging. The notion of linguistic repertoire is then combined with…

This qualitative study applies ethic of care and language ideological orientations to analyze how four middle and high school English as a Second Language (ESL) teachers perceived of care in their relationships with multilingual, multiracial, and multicultural ESL students with diverse immigration backgrounds. Findings show how the focal teachers…