To Be or Not to Be EL
To Be or Not to Be EL
复制标题
成为还是不成为 EL
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Ilana M. Umansky
中科院分区：
文献类型：
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作者：
Ilana M. Umansky
在美国，被认为不精通英语的学生被归类为英语学习者（EL）。这种分类使学生有机会获得专门服务，但也可能导致污名化和教育机会的障碍。本文采用非连续性回归设计，估计幼儿园EL分类对学生学业轨迹的影响。此外，它还探讨了EL分类对英语沉浸式课程和双语课程的学生的影响是否有所不同。我发现，在语言少数民族的学生进入幼儿园相对先进的英语水平，EL分类结果在一个实质性的负面影响数学和英语语言艺术考试成绩在2年级至10年级。然而，这种影响主要集中在英语浸入式教室。
Across the United States, students who are deemed not to be proficient in English are classified as English learners (ELs). This classification entitles students to specialized services but may also result in stigmatization and barriers to educational opportunity. This article uses a regression discontinuity design to estimate the effect of EL classification in kindergarten on students’ academic trajectories. Furthermore, it explores whether the effect of EL classification differs for students in English immersion versus bilingual programs. I find that among language-minority students who enter kindergarten with relatively advanced English proficiency, EL classification results in a substantial negative net impact on math and English language arts test scores in Grades 2 through 10. This effect, however, is concentrated in English immersion classrooms.
影响因子：
16.4
作者：
Steele, CM
通讯作者：
Steele, CM