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Session Type: Symposium
In this panel, 5 presentations address the issues related to Long-term ELs (LTELs) within the context of educational policies and instructional practices. Questioning the educational accountability, equity issues are examined with reference to language proficiency, disability, special needs, and opportunities after reclassification. Implications for educational policy and content and literacy instruction are provided. Besides the individual presentations, the panel is intended to cultivate a vibrant community and prompt a critical discussion on issues related to EL reclassification.
Examining Access for Long-Term English Learners: Implementing Designated English Language Development Policy - 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
A QuantCrit Analysis of Accountability and Long-Term English Learners: Patterned Disparities of Opportunities and Outcomes - Kimberly Ann Strong, University of Colorado - Boulder; Kathy Escamilla, University of Colorado - Boulder
Integrating Language, Literacy, and Content: Addressing the Instructional Challenges of English Learner Reclassification - Margarita E. Calderon, Johns Hopkins University
Examining Long-Term English Learners' (LTELs') Academic English Language Skills in the Pre-LTEL Period - Nami Shin, University of California - Los Angeles; Mark Hansen, University of California - Los Angeles
Examining the Intersection of Student Disability and Long-Term English Learner Status - Narek Sahakyan, University of Wisconsin - Madison; Glenn A. Poole, University of Wisconsin - Madison