Long‐term English learners: Current research, policy, and practice

TESOL Journal ◽  
2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Beth Clark‐Gareca ◽  
Deborah Short ◽  
Marguerite Lukes ◽  
Mary Sharp‐Ross
Keyword(s):  
English Learners ◽  
Research Policy ◽  
Policy And Practice ◽  
Long Term English Learners

scholarly journals Historical Racist Violence and Intergenerational Harms: Accounts from Descendants of Lynching Victims

2021 ◽  
Vol 694 (1) ◽  
pp. 78-91
Author(s):  
Shytierra Gaston
Keyword(s):  
African Americans ◽  
Research Policy ◽  
Well Being ◽  
Policy And Practice ◽  
Violent Event ◽  
History Of ◽  
Racialized Violence ◽  
Depth Interviews ◽  
The U.S

African Americans are disproportionately victimized by various forms of racialized violence. This long-standing reality is rooted in America’s history of racist violence, one manifestation being racial lynchings. This article investigates the long-term, intergenerational consequences of racial lynchings by centering the voices and experiences of victims’ families. The data comprise in-depth interviews with twenty-two descendants of twenty-two victims lynched between 1883 and 1972 in the U.S. South. I employed a multistage qualitative analysis, revealing three main domains of harmful impacts: psychological, familial, and economic. The findings underscore that racist violence has imposed harm beyond victims and for many decades and generations after the violent event. These long-term, intergenerational harms, especially if multiplied across countless incidents, can fundamentally impact the well-being of individuals, families, and communities as well as contribute to structural and macrolevel forces. Findings from this study have implications for research, policy, and practice, including efforts toward redress and reparations.

Remote Schooling Supports for Linguistically Diverse Parents of Students With Disabilities

2021 ◽  
pp. 105345122110510
Author(s):  
María Cioè-Peña
Keyword(s):  
Students With Disabilities ◽  
Language Impairment ◽  
English Learners ◽  
Linguistically Diverse ◽  
Autism Spectrum ◽  
Policy And Practice ◽  
Speech And Language Impairment ◽  
Marginalized Learners ◽  
High Incidence Disabilities

Remote schooling has increased in prevalence. Although remote schooling may feel novel, remote and online educational requirements have been consistent parts of the educational landscape for years. Remote schooling increases learning opportunities within the home, magnifying the need for home-school collaborations to support the academic and socio-emotional development of marginalized learners in urban settings, particularly multiply marginalized learners such as students classified as English learners who also have a high incidence disabilities (e.g., learning disability, speech and language impairment, autism spectrum disorder). Much policy and practice around remote schooling centers on ensuring students have access to devices and technology; little consideration is given to what happens after devices are distributed, especially within culturally and linguistically diverse households. This paper explores considerations to be made before, during, and after engaging in remote schooling, whether it’s for short- or long-term use, to ensure that students who are dually classified are not digitally excluded during remote schooling.

scholarly journals Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program

2012 ◽  
Author(s):  
Magaly Lavadenz ◽  
Elvira Armas ◽  
Rosalinda Barajas
Keyword(s):  
Language Development ◽  
Language Proficiency ◽  
English Learners ◽  
English Language ◽  
Intervention Program ◽  
Development Program ◽  
English Language Development ◽  
Project Based Learning ◽  
Long Term English Learners

<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

scholarly journals Breaking the Silence: A Critical Review of Language Policy and Planning for Long-Term English Learners

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Shuang Fu
Keyword(s):  
Literature Review ◽  
Language Policy ◽  
English Learners ◽  
Standardized Test ◽  
Future Research ◽  
Language Management ◽  
Long Term English Learners ◽  
Schooling Experience ◽  
Policy And Planning

Despite scholarship on emergent bilingual students that continues to evolve, the subgroup of emergent bilinguals who are labeled as long-term English learners (LTELs) have been overlooked and underserved for too long. LTELs refer to English learners who have been educated in a U.S. school for six years or more. This literature review is aimed at bringing awareness to this subgroup population and identifying the characteristics and classification process of LTELs described in the present scholarship. The review critically examines the de facto policy about LTELs from perspectives of the current climate of standardized tests (language management), the label itself (language ideology), and programs and schooling experience of these students (language practice). The literature review not only speaks to the stereotypes, struggles, and challenges that LTELs face, but also calls for future research studies to be conducted in addressing these problems pedagogically, institutionally, and systematically. Keywordslong-term English learners, English proficiency, language policy, standardized test, labeling

scholarly journals Why Increased Focus on Aging With Disability Matters to Gerontology Research, Policy, and Practice

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 643-644
Author(s):  
Margaret Campbell ◽  
Matthew Janicki
Keyword(s):  
Research Policy ◽  
Research Strategies ◽  
Policy And Practice ◽  
Mobility Impairments ◽  
Gerontological Research ◽  
Cord Injury ◽  
Changing Demographics ◽  
The Impact ◽  
Improve Health

Abstract This symposium elaborates on the theme of the 2020 conference, “Why Age Matters”, to include aging with disability. We ask: “can an increased focus on aging with disability within gerontological research, policy, and practice advance our knowledge of disablement across the life cycle and improve our design and implementation of health and social service interventions’? Five experts will address this from differing perspectives (including gerontology and rehabilitation). One presentation draws on national/ regional data to illustrate the changing demographics of aging and disability and highlights the health consequences of aging with- and aging into, long-term physical disabilities. A second uses data from a mixed methods study to demonstrate the unique challenges experienced by adults aging with spinal cord injury with a focus on the impact of specific environmental barriers and facilitators to maintain health and participation in social roles. A third covers three reports on data from a scoping review to document the exclusion of middle-aged and older adults with disabilities from behavioral clinical trials and describes how translational research strategies can be used to help close this gap. A fourth presents examples of how technologies, such as videoconferencing and voice activation, are being used to deliver and enhance existing EB interventions to improve health, physical activity, and participation for individuals aging with mobility impairments. The last one draws on research and scholarly work from both gerontology and rehabilitation to highlight the co-occurring issues of ageism and ableism and describes how reducing ableism is central to successfully reframing aging. Lifelong Disabilities Interest Group Sponsored Symposium.

scholarly journals Climate change concern among youth: Examining the role of civics and institutional trust across 22 countries

2021 ◽  
Vol 29 ◽  
Author(s):  
Erika Lyn Kessler
Keyword(s):  
Climate Change ◽  
Perceived Risk ◽  
Research Policy ◽  
Future Climate Change ◽  
Institutional Trust ◽  
Policy And Practice ◽  
New Findings ◽  
Climate Change Concern

Although scholars have long documented perceptions of climate change and the public’s evolving response to the perceived risk it poses, only more recently have these analyses begun to examine youth and their views of the issue. Given that education has traditionally been considered a long-term strategy to promote sustainability among youth, this article conducts a cross-national and comparative study of students from 22 countries to evaluate factors commonly associated with youth perceptions of climate change as a threat to the world’s future. In doing so, this study finds that promoting institutional trust and civic knowledge may increase student climate change concern to a greater degree than other, more emphasized, curricular and co-curricular environmental school opportunities. These new findings reveal potential pathways for future climate change education research, policy, and practice to help promote greater climate awareness and action among youth.

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