Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
Making English Learner Reclassification to Fluent English Proficient Attainable or Elusive: When Meeting Criteria Is and Is Not Enough
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将英语学习者重新分类为流利的英语水平是可以实现还是难以实现：当满足标准是和还不够时
DOI：
10.3102/0002831217733543
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发表时间：
2017
影响因子：
3.6
通讯作者：
Haiwen Wang
中科院分区：
文献类型：
--
作者：
Peggy Estrada;Haiwen Wang
本文采用纵向、多点比较混合的方法，描述了符合条件的英语学习者重新分类和不重新分类为流利英语的模式，并找出了阻碍和促进重新分类的因素。对一个学区3年以上和另一个学区2年以上的7组学生的管理数据分析显示，相当多的学生符合所有标准，而至少符合标准化测试标准的非重叠组没有被重新分类，这表明这种做法导致了长期ELI身份的产生。然而，一个地区不重新分类的比率是另一个地区的2到5倍以上。对政策文件、改叙决定表格、工作人员访谈和调查的分析表明，这些差异的基础是明显的改叙政策和做法。我们讨论了政策、实践和研究的影响，包括学习机会、公平以及对ELS的共同定义的必要性，涉及一套共同的具体标准和全州范围内重新分类的标准化程序。
Employing longitudinal, multisite comparative mixed-methods, we describe patterns of reclassifying and not reclassifying eligible English learner (EL) students to fluent English proficient, and we identify factors impeding and facilitating reclassification. Analyses of administrative data for 7 cohorts of students over 3 years in one district and 2 years in another revealed a considerable number of students meeting all criteria, and a nonoverlapping group meeting at least standardized-test criteria, were not reclassified, implicating this practice in the production of long-term EL status. However, the rate of not reclassifying was more than 2 to 5 times higher in one district than the other. Analyses of policy documents, reclassification decision forms, staff interviews, and surveys revealed that undergirding these differences were distinct reclassification policies and practices. We discuss policy, practice, and research implications, including issues of opportunity to learn, equity, and the need for a common definition of ELs involving a common set of specific criteria and standardized processes for reclassification statewide.