ELs are a marginalized population in American schools. They are denied a just, equal, and inclusive education. Those whose primary language is other than English are segregated from the other students in school and prevented from enrolling in courses that would allow them to meet prerequisites for college applications.
This qualitative case study examining the impact of elective courses on ELs' achievement demonstrated that these students were capable of the same achievement as, if not better than, their English-proficient peers. They demonstrated fewer behavior incidents, achieved increased test scores, and maintained grade point averages higher than those of other ELs. Their teachers and administrators viewed them favorably and supported their enrollment in elective courses.
This small sample of ELs has demonstrated that they are capable of academic achievement and supports the call to permit their enrollment in elective courses. Schools are obligated to provide them with college and career readiness opportunities, and electives would facilitate this preparation.
|School:||California State University, Fullerton|
|School Location:||United States -- California|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||English as a Second Language, Middle School education, Education|
|Keywords:||Elective Courses, English Language Learner, English Learners, Secondary Education|
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