Asset Details
Do you wish to reserve the book?
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Do you wish to request the book?
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
Reclassification Patterns Among Latino English Learner Students in Bilingual, Dual Immersion, and English Immersion Classrooms
2014
Overview
Schools are under increasing pressure to reclassify their English learner (EL) students to \"fluent English proficient\" status as quickly as possible. This article 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 study investigates whether reclassification timing, patterns, or barriers differ by linguistic program. We find that Latino EL students enrolled in two-language programs are reclassified at a slower pace in elementary school but have higher overall reclassification, English proficiency, and academic threshold passage by the end of high school. We discuss the implications of these findings for accountability policies and educational opportunities in EL programs.
Publisher
SAGE Publications,American Educational Research Association
