K-12 教育中多语言学习者公平问题的复杂局面

IF 5.4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Researcher Pub Date : 2023-12-12 DOI:10.3102/0013189x231215345

Scott E. Grapin

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引用次数: 0

摘要

多语种学习者教育领域变得日益复杂，长期以来一直致力于促进多语种学习者的入学机会，但却因未能改变造成这些学生边缘化的制度而受到批评。这篇文章通过强调公平作为获取和变革的概念是如何支撑该领域中与以下方面有关的棘手问题的，从而使 K-12 教育中多语言学习者公平问题的复杂局面变得更加清晰：（a）如何对学习者进行分类；（b）正在学习什么；以及（c）什么样的教学安排有利于学习。文章最后提出了在研究、政策和实践方面的前进方向，以塑造一个相互参与、富有成效的多元化教育领域，并更好地促进与其他领域的跨学科对话。

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The Complex Terrain of Equity for Multilingual Learners in K–12 Education

The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing issues in the field related to (a) how learners are categorized, (b) what is being learned, and (c) what instructional arrangements facilitate learning. The essay closes by proposing ways forward across research, policy, and practice toward shaping a field that is mutually engaged yet productively diverse as well as better positioned to foster interdisciplinary dialogue with other fields.

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来源期刊

Educational Researcher EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

15.30

自引率

1.20%

发文量

期刊介绍： Educational Researcher publishes scholarly articles with broad significance to the education research community, spanning various areas within education research and related disciplines. The journal aims to disseminate major programmatic research and new findings of wide importance. It is issued nine times annually and welcomes submissions of feature articles, reviews/essays, briefs, and technical comments. Additionally, the journal publishes commentary articles categorized as policy forum, letters, and books, among others.