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Strategies for Teaching Reclassified Emergent Bilinguals in Language Arts

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Abstract

In the context of the U.s.a. Yard-12 school system, reclassification processes of emergent bilinguals are laden with high-stakes assessments. Largely absent in reclassification scholarship is the consideration of how reclassification policies uniquely impact those learners with identified disabilities. Applying an intersectionality lens that foregrounds political and structural critique, we conducted an interpretive policy assay of reclassification policies in two states, New Mexico and California. In the analysis, nosotros examined the coalescence of federal and state policies governing reclassification procedures along with assessment designs and practices as they impact the educational realities of emergent bilinguals with disabilities. The assay illuminated how existing policies and practices marginalize emergent bilinguals with disabilities by making reclassification improbable for students with intersecting disability and 2d language acquisition needs. We debate that the unlikelihood of being reclassified as Fluent-English Expert has profound educational consequences for emergent bilinguals, who over time may become disproportionately represented in both special education as well as the long-term English learner population in schools.

Notes

  1. Within these discussions of reclassification is the problematic terminology used to label these learners. EL, L-TEL, and R-FEP can perpetuate deficit views of learners. Nosotros view EL status and reclassification of such status as additionally circuitous in part because of the limitations of terminology that erases learners' bilingual avails. When quoting policies or literature nosotros employ EL, but throughout our paper we will refer to these learners every bit emergent bilinguals (e.g., García, 2009) to foreground learners' language resources.

  2. In accordance with IDEA (1975), related services are supports that allow students with disabilities to benefit from their special pedagogy services, including but are not limited to, spoken language–language therapy, physical and occupational therapy, health/nursing services, and counseling services.

  3. In the United States, Championship I is a federal program that provides financial help to schools serving students with educational disadvantages (e.g., students living in poverty, students with disabilities, ELs, Native American students, etc.).

  4. Since the writing of this paper this information has been removed from their website.

  5. WIDA'southward position is noteworthy in that they admit that they have considered the possibility of using bilingual supports for emergent bilinguals with disabilities. Calls to include multilingual approaches (Otheguy et al. 2015; Shohamy 2011) and contempo evidence supporting multilingual approaches in classroom language assessment (Schissel et al. 2018) may present a promising new direction in language proficiency assessments for emergent bilinguals with disabilities.

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Affiliations

  1. TESOL, University of North Carolina at Greensboro, 464 School of Teaching Edifice, 1300 Jump Garden, Greensboro, NC, 27402, USA

    Jamie L. Schissel

  2. College of Education, Lehigh University, 111 Research Bulldoze, A109, Bethlehem, PA, 18042, U.s.

    Sara E. North. Kangas

Corresponding writer

Correspondence to Jamie 50. Schissel.

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Schissel, J.Fifty., Kangas, Due south.E.N. Reclassification of emergent bilinguals with disabilities: the intersectionality of improbabilities. Lang Policy 17, 567–589 (2018). https://doi.org/10.1007/s10993-018-9476-4

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  • DOI : https://doi.org/x.1007/s10993-018-9476-iv

Keywords

  • Assessment
  • Emergent bilinguals
  • Linguistic communication education policy
  • Reclassification
  • Students with disabilities

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