"Put That in Your Own Words!" Long-Term English Learners Story Their Experiences of Reclassification

• In Event: Exploring Identity in Culturally and Linguistically Diverse Educational Contexts

Abstract

According to Sugarman and Geary (2018) almost 75% of students identified as emergent bilingual or English learners (ELs) were born in the US and those who have been enrolled in a US school for more than six years without acquiring English proficiency are labeled as Long-term English learners (LTELs). This study focuses on successful LTELs who have been reclassified to fluent English proficiency in high school to explore the factors that influence that success. We asked the following research question: What do former LTELs tell us about their experiences with reclassification in one urban high school?

Authors

• Rosalba González, California State University - Los Angeles
  Presenting Author

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