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Immigrant Ever–English Learner Students in Higher Education: Policy Levers in Access, Interventions, Interactions, Transfer, and Understanding

Mon, April 12, 9:30 to 11:00am EDT (9:30 to 11:00am EDT), SIG Sessions, SIG-Second Language Research Paper and Symposium Sessions

Session Type: Symposium

Abstract

This symposium brings together five unique studies that examine different aspects of the ever-English learner (EL) college-going. These papers not only grapple with how to define and operationalize EL students in higher education (Núñez et al., 2016) but also use qualitative, quantitative, and mixed-methods approaches to contextualize their experiences in an era that has increasingly marginalized these students and their faculty. To highlight the prevalence of policy in shaping the ever-EL student experience, we open with a critical policy analysis (Diem et al., 2014) examining what the current community college reform agenda means for EL students and closes with a proposed conceptual model of ever-EL college-going that proposes incorporating state- and federal-level policies into research design.

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