The Double Bind of Labeling English Language Learners: Classification Policies in Practice

• In Event: Focusing on Social Justice as a Catalyst for Improving Diverse Schools

Abstract

As linguistic diversity in US public schools grows rapidly, education policy and practice for the designation of English Language Learners (ELLs) lays the groundwork for instructional improvement efforts. Classification processes determine which students receive additional services to support English acquisition and academic achievement. However, the associated labeling and sorting mechanisms run the risk of stigmatizing ELLs. We present an analysis of 50 state policies, as well as a district case study comprised of 25 semi-structured interviews to explore the implications of these policies in practice. Our findings show widespread variation in classification practices and suggest that determinations about classification impact how educators view and interact with these students. We conclude with implications for future research and practice.

Authors

• Rebecca Jane Lowenhaupt, Boston College

• Sarah Bradley, Boston College

• Joi Dallas, Boston College