Transitioning out of the English as a Second Language Track and into Mainstream Courses: From Pluralism to Assimilation
Public Deposited- Last Modified
- February 27, 2019
- Creator
-
Schleien, Alexa
- Affiliation: College of Arts and Sciences, Interdisciplinary Studies Program
- Abstract
- The New Latinx Diaspora has brought a wave of Latinx immigrants to North Carolina, drastically changing the composition of public schools. English as a Second Language (ESL) courses have traditionally been valued for their ability to teach English quickly and efficiently to these immigrant students. However, in addition to teaching English, ESL teachers have the potential to provide a space for students to talk about their home country, use their first language, engage with politics, practice self-advocacy, and reconcile their hybrid identities. Therefore, when emergent bilinguals are ushered out of the ESL program due to their high achievement in English proficiency, they move from classrooms that encourage pluralism to classrooms that trend toward assimilation. Through analysis of observations of five teachers in Field High School, Schleien documents this shift, particularly on the grounds of language, identity development, and culturally sustaining pedagogy.
- Date of publication
- 2018
- Keyword
- DOI
- Resource type
- Rights statement
- In Copyright
- Advisor
- Bolick, Cheryl
- Degree
- Bachelor of Arts
- Honors level
- Honors
- Degree granting institution
- University of North Carolina at Chapel Hill
- Graduation year
- 2018
- Language
- English
Relations
- Parents:
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