To Know English Learners Is Not Enough: A Call to Include the Other English Learners

Session Submission Type: Symposium

Abstract

This symposium discusses diversity among Latino, English learners (ELs), Pre-K-12 Grade students representing 80% of ELs, from which 50% are of Mexican descent and 50% are from Central-and-South-American descent, defined as the Other ELs (National Center for Education Statistics, 2010). However, most studies of Latinos include Mexican-descent students, with fewer studies on the Other ELs (Tienda, 2007). Panelists’ discussions will center on: (1) what research-based knowledge of Mexican descent students can be generalized to understand the Other ELs; (2) research needed for improving the Other ELs’ educational practices; and (3) calls to action to infuse in teacher preparation programs, educational practices, and policy issues a greater appreciation of Latinos’ within-group diversity and an inclusive view of all ELs.

Sub Unit

• Committee on Scholars of Color in Education

Chair

• Virginia M. Gonzalez, University of Cincinnati

Papers

• Effective Schools for Teaching and Reaching the Other Latino Students - Liliana Minaya-Rowe, University of Connecticut

• Knowing the “Other” Latino Student Is Not Enough: Teaching the U.S.-Born English Language Learner in California - Sharon H. Ulanoff, California State University - Los Angeles; Nilsa J. Thorsos, Azusa Pacific University

• "Non Satis Scire": Standards-Based or Culture-Based Educational Reform? - Mariella M. Espinoza-Herold, Northern Arizona University

Discussant

• Amado M. Padilla, Stanford University