Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students

Autor/inn/en	Thompson, Karen D.; Rodriguez-Mojica, Claudia
Titel	Individualized Language Plans: A Potential Tool for Collaboration to Support Multilingual Students
Quelle	In: Journal of Education for Students Placed at Risk, 28 (2023) 1, S.97-121 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thompson, Karen D.) ORCID (Rodriguez-Mojica, Claudia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2022.2123330
Schlagwörter	Multilingualism; Rural Schools; School Districts; English (Second Language); Second Language Learning; Second Language Instruction; Individualized Education Programs; Teacher Administrator Relationship; Partnerships in Education; English Language Learners; Middle School Students; High School Students; Middle School Teachers; High School Teachers; California + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Individualized education program; Individualisierendes Lernen; Hochschulpartnerschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Kalifornien
Abstract	Prior research has documented how current policies and practices reinforce deficit perspectives of multilingual students at the secondary level, particularly students who have been labeled as long-term English learners. At the same time, scholars have argued for a need to collect detailed, individualized information about multilingual students' linguistic, academic, and cultural assets and design supports for students based on this information. However, few concrete examples exist of ways that schools and districts have implemented these ideas at a systemic level. Building from prior research about who decides the educational services youth receive and drawing from theory about aesthetic care, authentic care, and reciprocal dialogue, we describe and analyze a tool two rural California school districts developed to foster collaboration in support of students considered long-term English learners: Individualized Language Plans (ILPs). Our analysis is based on three years of data collection, including interviews with district administrators and teachers involved in the design and implementation of ILPs, as well as observations of meetings where ILPs were created. We discuss implications for research, policy, and practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01