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A New Language for Segregation: Responding to and (Re)Producing the Isolation of English Learners
Fri, April 13, 4:05 to 6:05pm, New York Hilton Midtown, Floor: Concourse Level, Concourse E RoomSession Type: Symposium
Abstract
Educational institutions play a central role in responding to and (re)creating physical distance between English Learners (ELs) and non-ELs. While the harms of racial segregation have been long documented, the impact of isolating ELs is contested. A concentration of ELs at the district, state, school, or classroom levels allows them to receive targeted supports, but it also limits ELs’ access to English and their opportunities to develop friendships with non-ELs, raising concerns about the academic, social, and civic consequences of linguistic segregation. This symposium engages with dilemmas of separation/integration that educational institutions face in serving ELs: What degree of separation or integration is necessary to meet the particular needs of ELs? Are ELs’ opportunities enhanced or inhibited by physical isolation?
Sub Unit
Chair
Papers
Recently Arrived Immigrant Students: Between– and Within–School District Distribution and Its Relationship to Student Growth - Ilana Marice Umansky, University of Oregon; Karen D. Thompson, Oregon State University
Reconciling Integration and Separation in the Education of Newcomer Immigrant Students - Megan Hopkins, University of California - San Diego; Ilana Marice Umansky, University of Oregon; Dafney Blanca Dabach, University of Washington - Seattle
Separation, Inclusion, and Equity for Whom? The Contested Expansion of a Two-Way Bilingual Program - Erica Owyang Turner, University of Wisconsin - Madison
Seeing Segregation in a New Light: The Political Possibilities of Immigrant-Only Schools - Reva Jaffe-Walter, Montclair State University
Set Apart or Set Behind? How School Administrators Mediate the (Dis)Advantages of Linguistic Segregation - Rachel Garver, Montclair State University