Examining Access for Long-Term English Learners: Implementing Designated English Language Development Policy

• In Event: Reassessing the Long-Term English Learner: Theorizing and Conceptualizing Multilingual Learners in Research, Policy, and Practice

Abstract

The success of students classified as long-term English learners (LTELs) depends on their access to both language and content instruction. While previous research emphasizes secondary ELs’ access to content, this article considers the less-explored aspect of access: language. Research has long indicated that access to English Language Development is beneficial, as direct teaching of a second language helps learners acquire language in ways that mere exposure to a second language does not. Recognizing these benefits, this article considers whether and how LTELs are afforded equitable access to designated ELD at the secondary level in two large California school districts. Based on qualitative interviews with 96 district and school staff, we examine several factors shaping the implementation of designated ELD policy. We use a “co-construction” perspective on policy implementation to identify the structural and cultural factors at the district and school levels that influenced whether and how LTELs were enrolled in designated ELD, as well as how educators used agency to facilitate LTELs’ equitable access to ELD. Findings demonstrate that district culture emphasizing on-time graduation constrained LTEL’s equitable access to designated ELD, whereas certain structural supports, such as a centralized data system and staff positions, enabled access. Importantly, the extent to which equitable access was facilitated at the school level varied by EL population size, as educators in schools serving small versus large proportions of ELs enacted their agency in different ways in response to distinct structural conditions. Findings from this study reveal several implications for research, policy, and practice. First, state policies pertaining to a) high school graduation requirements and b) access to designated ELD sent contradictory messages to districts and schools, demonstrating the need for solutions to rectify these tensions. Such solutions could include designing ELD courses so that they meet graduation requirements, providing a pathway for ensuring LTELs have access to both ELD and courses required for graduation that promote college eligibility. Findings also demonstrate the need for targeted support--particularly in schools with smaller populations of LTELs--to promote leaders’ capacity to understand and implement policy requirements related to equitable ELD access. Finally, this study demonstrates the value of drawing on qualitative methods to examine policy implementation. While much prior literature has relied on quantitative analyses examining the connection between course access and outcomes for ELs, this study sheds light on how and why access was afforded (or not). However, our analysis did not directly examine students’ experiences in the classroom. Future qualitative research is needed to understand LTELs’ classroom experiences, including how particular instructional practices enable or constrain success.

Authors

• Megan Hopkins, University of California - San Diego

• Hayley Ryan Weddle, University of Pittsburgh

• Magaly Lavadenz, Loyola Marymount University

• Marco A Murillo, Santa Clara University

• Tara Vahdani, University of California - San Diego