Presenter: Alondra Miranda
Authors: Alondra Miranda
Faculty Advisor: Marilee Coles-Ritchie
Institution: Westminster College
This presentation explores policies and practices that impact Multilingual Learners (MLs) in secondary schools. Secondary MLs require specific emotional and academic support given the accumulated content they need to process. Unfortunately, they are often overlooked. Aggregated school data demonstrates lower graduation rates, opportunity gaps, and lack of access to standard content in contrast to their dominant English speaking peers (Wright, 2019).ELD teachers who work directly with MLs often have more insights and knowledge about language learning processes than their administrators. They know what is working and what could change to create more culturally sustaining pedagogy and policies but are not often asked. The author collected data through in-depth, semi-structured interviews with teachers. By analyzing the data with the constant comparison method (Saldana, 2015) collaboratively, the following salient themes emerged: 1) mainstream content area teachers often lack background knowledge in language acquisition and accommodations that support MLs; 2) programs designed for MLs often create tension between those specifically designed for their language learning level or placement in mainstream classrooms (as to not segregate) with little or no accommodation; and 3) requiring standardized testing as the sole instrument for MLs’ program placement can also obscure data showing language growth, resulting in unnecessarily lengthy or protracted placements in sheltered programs. Based on the data collected, specific policies and practices that could provide a more inclusive, equitable and supportive space where secondary MLs can thrive are suggested.