The Push-In Model: Reform, Reality, or Rhetoric?

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-16 - Multicultural/Multiethnic Education: Policy and Practice for Language Learners

Abstract

Push-in often serves as a “feel-good” policy for policymakers because its assumptions of inclusivity. In the push-in model, English Learners (ELs) remain in their General Education (Gen-Ed) classes instead of being “pulled out” for language instruction by the English to Speakers of Other Languages (ESOL) teacher. With push-in being en vogue, the study set out to investigate how ESOL teachers, Gen-Ed classroom teachers, and administrators perceived the push-in model. The study was incepted to assess the status and implementation of the push-in model in an effort to address ways to improve the quality of inclusive practices for ELs as well as to offer critical information about ways to improve collaboration among stakeholders who implement the model.

Authors

• Eileen Galang, Rome City Schools

• Clara Lee Brown, The University of Tennessee - Knoxville