Individualized Language Plans: Promises and Pitfalls

IF 3 1区文学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Tesol Quarterly Pub Date : 2023-11-20 DOI:10.1002/tesq.3283

Sara E. N. Kangas, María Cioè-Peña

引用次数: 0

Abstract

In the United States, individualized language plans (ILPs) have gained traction across K–12 schools. Much like the Individualized Education Programs (IEPs) used in special education, ILPs outline individualized goals, accommodations, and services for multilingual learners for their language development; however, unlike IEPs, ILPs are developed at the local level with no federal oversight or guidance. While scholars have recently called for the implementation of ILPs as a mechanism for promoting systemic change, there is a scarcity of scholarship that critically discusses or examines ILPs. In response to this gap, in this Teaching Issue article, we draw upon a combination of prior research, policy guidance, and our own review of ILP templates mandated or recommended in various states across the United States, to identify the characteristics, affordances, and constraints of ILPs. After discussing the promises and pitfalls of large-scale implementation of these tools, we close this paper with two recommendations for teachers and policymakers who may consider adopting ILPs: to emphasize instructional support and a multiplicity of data and voices.

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个性化语言计划:承诺与陷阱

在美国，个性化语言计划(ILPs)已经在K-12学校获得了广泛的关注。就像在特殊教育中使用的个性化教育计划(IEPs)一样，ILPs为多语种学习者的语言发展概述了个性化的目标、住宿和服务;然而，与iep不同的是，ILPs是在地方一级开发的，没有联邦政府的监督或指导。虽然学者们最近呼吁将ILPs作为一种促进系统性变革的机制来实施，但批判性地讨论或检查ILPs的学术研究却很少。为了应对这一差距，在这篇《教学问题》文章中，我们结合了先前的研究、政策指导以及我们自己对美国各州强制或推荐的ILP模板的审查，以确定ILP的特征、能力和限制。在讨论了大规模实施这些工具的承诺和陷阱之后，我们为可能考虑采用ilp的教师和政策制定者提出了两条建议:强调教学支持和数据和声音的多样性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Tesol Quarterly Multiple-

CiteScore

6.40

自引率

6.20%

发文量

期刊介绍： TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of signiﬁcance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -ﬁrst and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.

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