Alaska Native Students as English Learner Students: Examining Patterns in Identification, Service Provision, and Reclassification

• In Event: English Learner Policy and Indigenous Students: Understanding Policy and Promoting Linguistically and Culturally Sustaining Education

Abstract

Purpose

In the United States, Indigenous (Alaska Native, American Indian, and Native Hawaiian) communities face critical barriers in accessing culturally and linguistically sustaining, equitable schooling (Spring, 2016). One important, but overlooked, policy intervention is English learner (EL) classification. Despite the unique sociohistorical and policy context that shapes educational experiences and outcomes of Indigenous ELs, EL policy and research has largely centered on the needs of immigrant-origin ELs, with large gaps in understanding how EL policies function for Indigenous students (Carjuzza & Ruff, 2016). Using Alaska data, we ask:

1. What percent of Alaska Native students are classified as ELs and what are their characteristics?
2. In Alaska, do EL classification processes vary for Alaska Native and non-Alaska Native students?
3. What services are targeted to the education needs of Alaska Native ELs?
4. What are the reclassification outcomes of Alaska Native ELs, and how do reclassification patterns differ between Alaska Native and non-Alaska Native ELs?

Perspective

Our work is driven by the perspective that the characteristics, skills, and needs of Indigenous ELs may be different than those of non-Indigenous ELs due to differences in federal eligibility for EL classification. Specifically, Indigenous students whose primary language is English and who speak an English variety influenced by their community’s heritage language (Leap, 2012) are, by law, eligible for EL classification if they meet their state’s other EL identification criteria, while non-Indigenous students must have a non-English primary language. Given these different criteria, the demographics, appropriate services, and outcomes of Indigenous ELs may be different from those of immigrant-origin ELs.

Data

This study was conducted through the Regional Educational Laboratory Northwest in partnership with Alaska education leaders. We draw on Alaska statewide data from 2011/12 to 2018/19, interviews with EL directors from four districts, and state-mandated EL service plans from 26 districts.

Methods

We use quantitative and qualitative descriptive analyses to answer our first three questions, and survival analyses for the fourth.

Results

Twenty-four percent of Alaska Native kindergartners were EL classified upon entry. Compared to non-Alaska Native ELs, Alaska Native ELs were more likely to be economically disadvantaged and in rural remote schools with fewer English as a second language teachers. Despite federal law, EL identification and classification policies in select districts did not vary by whether a student was Alaska Native, and less than a third of districts described services specifically directed at Alaska Native ELs (e.g. heritage language programs and collaboration with Alaska Native education programs). Finally, only 11% of Alaska Native ELs were reclassified by the end of 7th grade, compared to 30% of non-Alaska Native ELs. Economically disadvantaged Alaska Native ELs and Alaska Native ELs who received special education services were less likely to reclassify over time.

Significance

Our findings suggest a need to ensure that policies and services for Indigenous EL students are responsive to their unique linguistic, cultural, and geographic contexts and circumstances. Low reclassification rates point to a need to evaluate current EL services, as well as reclassification criteria.

Authors

• Ilana Marice Umansky, University of Oregon

• Lorna Porter, University of Oregon

• Elijah Moreno, Center for Indian Country Development

• Ashley Pierson, Education Northwest