Excellence for Some: How Long-Term English Learners Perceive Their Language Classification and Instruction

• In Event: 69.056 - Roundtable Session 31
  In Roundtable Session: 69.056-5 - Research on School and Curricular Reform

Abstract

The purpose of this study was to discover how long-term English learners (LTELs) perceive their language classification and language instruction. 67 high school LTELs were surveyed to determine these perceptions. The findings of the study indicate that the students lack knowledge of their language classifications and in what ways reclassifying from LTEL to RFEP impacts their chances of graduating from high school and attending college. The majority of students surveyed for this study could not describe the criteria for reclassification, despite the fact that they had ostensibly been working towards this goal for at least six years. This lack of basic but critical information belies the concept of “equal opportunity for all.” Recommendations for improving LTEL outcomes will be discussed.

Authors

• Claudia Marie Bermudez, Claremont Graduate University

• Evelyn Aviles, Bryn Mawr College

• Maleny Santiago, Claremont University - Claremont McKenna College

• Tomoe Kanaya, Claremont University - Claremont McKenna College