English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches
English Learner Curricular Streams in Four Middle Schools: Triage in the Trenches
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四所中学的英语学习者课程流：战壕中的分类
DOI：
10.1007/s11256-014-0276-7
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Peggy Estrada
中科院分区：
文献类型：
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作者：
Peggy Estrada
学校为英语学习者提供的课程体验，以达到英语语言能力（ELP）和年级成绩的双重目标，人们对此知之甚少。我引入课程流的概念，以提供一个更细致入微的比较分析四个城市中学，重点是：（一）在何种程度上，他们提供英语语言发展（ELD）的教学和访问的核心和完整的课程;（B）相对强调ELP与核心的学术内容，补救与加速，和孤立与非EL同行的EL集成。我将课程流纳入学校更广泛的文化和实践中。结果显示，当地的EL状态和EL课程流的广泛变化的定义：一所学校强调ELP和补救访问的核心。另一个将英语学习更快地纳入主流课程，但其补救重点限制了核心课程的使用。第三个提供了更多的访问，但孤立的EL。第四种方法提供了更多进入核心的途径，加速了ELD，并避免了干预。证据表明，学校正在摸索解决方案，它提出了关于EL国家政策的有效性，依赖于地方控制的解释问题。我提供的研究，政策，实践和假设的特点，课程流和学校文化，可能会增加ELs的机会，学习和实现双重目标的影响。
Little is known about the curricular experiences schools provide English learner students (ELs) to meet the dual goals of attaining English language proficiency (ELP) and grade-level achievement. I introduce the concept of Curricular Streams to provide a more nuanced comparative analysis of four urban middle schools, focusing on: (a) the extent to which they provided English language development (ELD) instruction and access to the core and full curriculum; and (b) the relative emphasis on ELP versus core academic content, remediation versus acceleration, and isolation versus integration of ELs with non-EL peers. I situate the Curricular Streams within the schools’ broader cultures and practices. The results reveal local definitions of EL status and wide variation in EL Curricular Streams: One school emphasized ELP and remediation over access to the core. Another integrated ELs more quickly into mainstream courses, yet its remediation emphasis limited access to the core. The third provided more access, but isolated ELs. The fourth provided more access to the core, accelerated ELD, and eschewed interventions. The evidence suggests that schools are groping for solutions and it raises questions about the efficacy of EL state policy that relies on local control for interpretation. I provide implications for research, policy, and practice and hypotheses about the characteristics of Curricular Streams and school cultures that might increase ELs’ opportunity to learn and achieve the dual goals.