Toward Understanding the Extended Stay in English Learner Status Through an Equity Lens (Table 2)

• In Event: Sheraton Roundtable Session Four

Session Type: Roundtable Session

Abstract

Reclassification is a critical point where English Learners (ELs) access mainstream classrooms. State-mandated test scores often determine reclassification. However, it might be delayed due to various structural inequalities and causes these students to stay in specialized language services for an extended amount of time. Long-term ELs (LTELs) are the product of this system. This roundtable session has four presentations that address equity issues related to this EL subgroup and interrogates reclassification policies and practices. These empirical studies examine policy documents and share insights from educators, students in California, Michigan, Oregon, Pennsylvania, and Washington. The session aims to foster a critical discussion about instructional practices for LTELs and promote equity-oriented reclassification practices.

Sub Unit

• Division L - Educational Policies and Politics / Division L - Section 7: Social Context and Structural Inequalities

Chair

• Huseyin Uysal, Knox College

Papers

• Suddenly Long-Term English Learners: Adolescents Navigating the English Learner Bureaucracy - Maneka Deanna Brooks, Texas State University

• Auto-Exit for Equity: Does Removing Subjective Criteria Influence Who Gets Reclassified? - Madeline Mavrogordato, Michigan State University; Caroline Bartlett, Michigan State University; Joseph R. Cimpian, New York University

• Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students - Karen D. Thompson, Oregon State University; Claudia Rodriguez-Mojica, University of California - Davis

Discussants

• Rebecca M. Callahan, University of Vermont

• Nelson Flores, University of Pennsylvania