Challenging Deficit Perspectives of “Long-Term English Language Learners”

• In Event: Unraveling the Positioning, Problematizing, and Pathologizing of Emergent Bilingual Youth in Schools

Abstract

In recent years there has been growing awareness about a sub-group of adolescent emergent bilinguals referred to as ‘Long-Term English Language Learners’ (LTELL). The bulk of work relating to this population of students pathologizes their fluid ethnolinguistic identities and erases their bilingualism. Specifically, LTELLs have been characterized in the literature as having failed to master ‘academic language’ in either of their languages (Freeman, Freeman, and Mercuri 2002). In short, despite using two languages on a daily basis, these students are depicted as linguistically deficient in comparison to an unmarked mainstream norm.

In this paper we seek to show how students who fall within the LTELL category see themselves through the lens of their lived experiences as (emergent) bilinguals, students, family/community members and transnational individuals. Countering discourses which frame these students as ‘semilingual’ or otherwise deficient, we apply the discourse of partiality framework (Benesch, 2008) as a lens through which to better understand how these students perceive themselves via their languages, ethnic-connectivity and academic trajectories.

The data presented in this paper is drawn from the qualitative dataset collected as part of a comprehensive research project intended to offer a portrait of instructional practices and views of a biliteracy program implemented in New York City high schools to meet the academic needs of the LTELL population. This qualitative data comes directly from the students themselves, via interviews and written artifacts. The student interviews comprised a series of questions about their background, educational experiences, views of schooling, (bi)literacy practices, and identity. The artifacts were essays students were required to complete in their English or Spanish classes. Finally, classroom observations served as a secondary source of data to contextualize how students approached their classes.

An analysis of the data demonstrates a contrast between the fluid ethnolinguistic identities produced by these students on a daily basis and the static monolingualism expected of them in their linguistically homogenous academic setting. Our findings indicate that students labeled LTELL are not students lacking language, but are rather (emergent) bilinguals with a repertoire that allows them to maneuver multiple languages and contexts. They are also students with strong ties to their family’s country of origin, yet who have transnational sensibilities that can be simultaneously developed. Unfortunately, these language practices are not built upon in the academic setting of school, creating barriers to these students in developing strong academic identities.

Our findings indicate that the only way to successfully meet the needs of these students is for schools to develop pedagogical strategies and program that build on their fluid language practices. We conclude by exploring how schools can take a broader view of this population to create positive learning opportunities that build on who they are and how they see themselves.

Authors

• Nelson Flores, University of Pennsylvania

• Tatyana Kleyn, City College of New York - CUNY