Conceptions of Secondary English Learners: "They Call Them Lifers"

• In Event: Sheraton Roundtable Session 31
  In Roundtable Session: Meeting the Needs of Long-Term Emergent Bilinguals

Abstract

In this study we investigated: (a) the instantiation of the LTEL label in 2 districts; (b) conceptions of students labeled EL and LTEL and processes and behaviors the labels elicited; (c) whether stigmatization occurred; and (d) implications for opportunity to learn (OTL). Data sources included policy documents, interviews, and surveys. District policies instantiated EL labels underscoring “deficit” differences,” calling for separating students labeled LTEL from non-EL peers, and placement in low-status Curricular Streams. Schools implemented these policies. Conceptions of ELs labeled LTEL predominantly represented undesirable characteristics in contrast to conceptions of “True” ELs (those not labeled LTEL) and ELs who had reclassified FEP. Institutional power enforcing these policies allowed the convergence of these processes, leading to stigmatization and reduced OTL.

Authors

• Peggy Estrada, University of California - Santa Cruz

• Soyoung Park, University of Texas at Austin

• Timea Farkas, University of California - Santa Cruz