"我们还有很长的路要走":州教育领导者的理解和参与如何影响对土著学生英语学习者的识别

IF 3.5 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ilana M. Umansky, Taiyo Itoh
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引用次数: 0

摘要

与非土著学生相比,联邦法律对土著学生英语学习者(EL)资格的定义有所不同,允许更广泛地进入英语学习者类别,并提供相应的资源和服务。我们采访了来自 25 个州教育部门的英语学习者领导,以了解他们对差异化定义的理解程度,以及他们解释和实施该定义的工作。我们借鉴并扩展了最近的概念框架,探讨了英语语言教育领导者对英语语言教育选民的了解和参与如何影响他们以平等的方式解释和实施政策的能力。我们发现,许多 EL 领导人对联邦法律知之甚少,与土著部落和社区的联系也很薄弱,这都限制了他们的工作。在那些对联邦法律有更深入了解和参与的州,他们更积极地解释和实施联邦法律,特别是为了增加土著 EL 分类学生获得遗产语言和文化上可持续发展项目的机会。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“We Still Have a Long Way to Go”: How State Education Leaders’ Understanding and Engagement Shapes English Learner Identification of Indigenous Students
Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders’ knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students’ access to heritage language and culturally-sustaining programs.
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来源期刊
Aera Open
Aera Open EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.00
自引率
7.10%
发文量
60
审稿时长
15 weeks
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