Redesignation Dilemma: Challenges and Choices in Fostering Meaningful Accountability for English
Author: Linquanti, Robert
Publisher: UC Linguistic Minority Research Institute
Publication Date: 2001, Summer
Journal: 10
Journal Volume: 4
Pages: 1-2
Full text available online at: http://repositories.cdlib.org/lmri/pr/linquanti/
Description (written by WestEd)
This report summary discusses the most common milestone of educational progress for English Learners — redesignation or reclassification. While this change in status can have important consequences for both students and the education programs that serve them, the report asserts that the current definition of reclassification does not adequately address educational equity, accountability, or student success. The report outlines three problem areas with the current concept of reclassification and provides some suggestions to improve how English Learner progress is monitored, reported, and addressed. The report concludes that English Learner progress must be seen as beginning long before reclassification and continuing long after it.
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From WestEd.org
Scaffolding the Academic Success of Adolescent English Language Learners
"Lively and highly readable...teachers are presented as reflective practitioners, and their questions and concerns are evident throughout...many practical suggestions and examples...aimed at supporting English learners [but] equally valuable for all learners."
— Dr. Pauline Gibbons, best-selling author of Scaffolding Language, Scaffolding Learning and English Learners, Academic Literacy, and Thinking: Learning in the Challenge Zone
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