Designing Structures and Pathways to Support Language Development and Content Learning for English Learners: Dilemmas Facing School Leaders

Autor/in	Schlaman, Heather
Titel	Designing Structures and Pathways to Support Language Development and Content Learning for English Learners: Dilemmas Facing School Leaders
Quelle	In: International Multilingual Research Journal, 13 (2019) 1, S.32-50 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schlaman, Heather)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2018.1531675
Schlagwörter	English Language Learners; Monolingualism; Access to Education; College Readiness; College Attendance; High School Students; Curriculum; Secondary School Curriculum; Principals; Second Language Learning; Administrator Attitudes; Educational Objectives; Student Attitudes + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Curricula; Lehrplan; Rahmenplan; Principal; Schulleiter; Zweitsprachenerwerb; Educational objective; Bildungsziel; Erziehungsziel; Schülerverhalten
Abstract	Efforts to understand disparities in educational outcomes between students designated as English Learners (ELs) and their monolingual English-speaking peers have focused on factors that limit ELs' access to college, including quality of high school preparation. Central to quality high school preparation are schools' curricular structures--the course sequences and programs through which schools deliver curriculum and instruction. This article presents findings from a study of curricular structures at three comprehensive high schools, examining factors that influenced school leaders in the design of structures. The study found that, while principals articulated sociocultural views of language learning that emphasized ELs' integration and engagement with English-speaking peers in rigorous content learning, the schools' curricular structures limited ELs' access to such opportunities. Two key themes emerged that help to explain the misalignment between the principals' beliefs and the structures they put in place: conflicting goals for their students and concerns with teacher staffing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01