The Challenges and Necessity of Researching Language Growth in Linguistically Segregated Schools

• In Event: Understanding Growth: The Challenges of Documenting Bilingual Oral Language Development in Linguistically Segregated Schools

Abstract

Purpose
This paper examines the methodological and logistical challenges of conducting research in linguistically segregated school settings. Through an examination of the current learning conditions for English language learners (ELLs) in linguistically segregated schools and of the policies impacting ELLs in these schools, I will argue for the necessity of research in these complex settings, particularly in order to better understand their language growth and development.

Theoretical framework
This paper draws from socially-oriented theories of second language acquisition (Block, 2003) as well as sociocultural theories of language development (Frawley & Lantolf, 1985; Lantolf, 2000; Cook, 2002) that concern themselves with understanding how second language learners become users (i.e. speakers, writers, readers) of a second language. These theories recognize that school and classroom contexts impact language growth and development, and we would argue how research is conducted as well.

Mode of Inquiry
The arguments in this paper are theoretical and draw on the current research and demographic information about ELLs in linguistically segregated school settings. Language growth for ELLs in these settings is unique because the opportunities available for students’ language development are necessarily different in these contexts. These students not only lack access to native speakers of English, such schools also tend to be located in high-poverty communities, employ less well-qualified teachers, and have fewer resources (Rogers et al., 2009; Consentino de Cohen, 2005; Gándara & Rumberger, 2002). Moreover, this type of educational segregation is becoming more prevalent (Frankenberg, Lee, & Orfield, 2003).

Data sources and evidence
The theoretical arguments in this paper draw from current research on the language growth of ELLs (e.g. Valdés, Capitelli, & Alvarez, 2011) as well as research on the learning conditions encountered by ELLs in linguistically segregated schools (e.g. Gifford & Valdés, 2006).

Substantiated conclusions
Given the interest and urgency in better understanding the ways in which language growth occurs for ELLs, on-going research in learning contexts where ELLs outnumber native English speakers should focus on better understanding and making visible the complexity of this language growth in bilingual children and youth. I contend that this research approach should be comprised of two initial empirical priorities. First, this research should look at the opportunities ELLs have to use and hear English and understand what types of conditions (e.g. teaching methods, curriculum) allow for these opportunities. Second, it is essential that research in these settings help articulate the learning and teaching needs of ELLs, differentiate those needs based on the given context of those settings, and inform policies that address these varied needs and contexts.

Scholarly significance
This theoretical paper offers important insights into the critical role that research can play in better understanding the learning conditions and language growth of ELLs in linguistically segregated schools and suggests research priorities that support our better understanding of the complexity of this language growth in bilingual children and youth. Understanding these conditions and language growth can contribute to the knowledge needed to impact the academic achievement of ELLs.

Author

• Sarah Capitelli, University of San Francisco