How Harmful Is Segregation? English Learners' Conditions for Learning in Segregated Classrooms

Autor/in	Garver, Rachel
Titel	How Harmful Is Segregation? English Learners' Conditions for Learning in Segregated Classrooms
Quelle	In: Leadership and Policy in Schools, 19 (2020) 1, S.123-140 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Garver, Rachel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2020.1712733
Schlagwörter	Middle School Students; English Language Learners; Spanish Speaking; Indo European Languages; Language Usage; Program Effectiveness; Urban Schools; Student Diversity; Bilingual Education; English (Second Language); Language of Instruction; Teacher Student Relationship; Cultural Influences; Social Isolation; Inclusion + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Indoeuropäisch; Sprachgebrauch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Teacher student relationships; Lehrer-Schüler-Beziehung; Cultural influence; Kultureinfluss; Soziale Isolation; Inklusion
Abstract	This ethnographic study compares the educational experiences of Bangla-speaking and Spanish-speaking English Learners (ELs) served by officially identical bilingual instructional models within one public middle school. Building on theories of policy implementation and a case within a case analysis, I ask: How do EL's conditions for learning in segregated settings vary within schools? What varies the degree of harm or benefit entailed by linguistic segregation within schools? I argue that administrative choices related to program design and staffing, as well as the characteristics of the US-born population and the staff's beliefs about culture, impacted Bangla- and Spanish-speaking ELs' conditions for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01