The Masking of Tracking: Sheltered Instruction as a Means of Tracking English Language Learners

• In Event: Separate and Still Not Equal: Consequences of Between- and Within-School Tracking in the 21st Century

Abstract

Sheltered English in the context of an English only classroom is the preferred method of teaching EL students in many California school districts (CDE, 2015). This project explores the context of a sheltered classroom designed for EL students that simultaneously acts as the lowest tracked classroom for native English speakers, newcomer populations, and students with low skills in math and English. This study assesses the effect of tracking on EL student self-efficacy and how that influences their transition into the following school year. Findings suggest that the tracking of EL students fails to address their specific needs and does not allow for academic growth. This project contributes to our understanding of the impact of tracking on English Language Learners.

Author

• Karen Villegas, UCLA Peer Learning