Factors That Promote Reclassification for Long-Term English Learners in One Urban High School

• In Event: Practices Promoting Emergent Bilingual Composing Skills

Abstract

Researchers argue that there have been systemic failures to effectively meet LTELs’ needs (Jiménez-Castellanos & García, 2017) and contradict the notion of locating responsibility for those gaps within the students themselves. Leveraging the scholarship on effective programs and practices for emergent bilingual students (Valentino & Reardon, 2015), this study examined factors that contributed to the success of students formerly identified as LTELs, specifically the factors that led to their reclassification as fluent English proficient students (RFEPs) in one urban high school in southern California.

Authors

• Rosalba González, California State University - Los Angeles

• Sharon H. Ulanoff, California State University - Los Angeles