This narrative study inquired into experiences of a small group of high school students participating in English language development courses that began in elementary school. Using in-person interviews and a focus group, students described their participation in a language acquisition program throughout their years of schooling. Grounded in a constructivist paradigm and intellectual narrative tradition, this study highlights individual student voices to shed light on the educational impact and identity construction of English learner policy. Findings elaborate the subtle and not so subtle ways that English learner policy intended to meet civil rights expectations of access, opportunity, and inclusion can, in fact, paradoxically create isolating conditions for students in English language learning courses. Though often unaware, English learner students experience those constructs through numerous inequities in their school experiences. The voices of students in this study help us understand how long-term and former long-term English learners make sense of their schooling experiences and provide the reader with insight into the unintended consequences of educational policy. These data suggest an urgent need for additional research on long-term English learners, including how personal agency is playing out in the school system for this group of students and how English learner programs and policies may contribute to limited educational opportunities and success.
|Commitee:||Favela, Alejandra, Martinez, Martha I.|
|School:||Lewis and Clark College|
|School Location:||United States -- Oregon|
|Source:||DAI-A 82/5(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Education Policy, English as a Second Language, Secondary education, Language arts|
|Keywords:||English learners, High school English learning, Language acquisition program|
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