English Language Learners

Reclassification Patterns among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms

Schools are under increasing pressure to reclassify their English learner (EL) students to “Fluent English proficient” status as quickly as possible. This paper examines timing to reclassification among Latino ELs in four distinct linguistic instructional environments: English immersion, transitional bilingual, maintenance bilingual, and dual immersion. Using hazard analysis and 12 years of data from a large school district, the paper investigates whether reclassification timing, patterns, or barriers differ by linguistic program.

Resource Needs for California’s English Learners

This paper focuses on linguistic minority (LM) students who come from households where a language other than English is spoken. In particular, it examines the amount and type of resources English learners (ELs)—those LM students who are not yet proficient in English—need in order to have the opportunity to meet the same achievement standards as other students. This report addresses the following specific questions:

Bridging research and practice to develop a two-way bilingual program

A two-way bilingual program was developed for children in preschool through second grade. Observation identified gaps between the program that was planned and the one implemented; data indicated few differences in academic gains between the bilingual program and the English-only classrooms. Findings pose implications for how teacher-researcher partnerships can improve educational programs.