Summary of Ofelia Garcia & Jo Anne Kleifgen's Educating Emergent Bilinguals

By IRB Media

Please note: This is a companion version & not the original book.

Book Preview:

#1 English learners are students who speak a language other than English and are acquiring English in school. They are often misclassified as English language learners, but the official definition is of students who are ages 3–21, enrolled in elementary or secondary education, born outside of the United States or speaking a language other than English in their homes, and not having sufficient mastery of English to meet state standards and excel in an English-language classroom. A second misunderstood issue is the use of a single standardized test to evaluate student performance. It is one thing for states to report test scores, but it is quite another for the federal government to use those scores to make decisions about the entire country. There are now a number of studies that have compared outcomes for students in different states that use the same test (see Chapter 5). The differences in scores can be quite large. In 2016, the U. S. Department of Education published an article showing that although states were improving at different rates, their students were improving at roughly similar rates on the National Assessment of Educational Progress (U. Department of Education, 2016b). -> The most misunderstood issue in prekindergarten to 12th-grade education today is how to educate students who are not proficient in English.

#2 English learners are students who speak a language other than English and are acquiring English in school. They are often misclassified as English language learners, but the official definition is of students who are ages 3–21, enrolled in elementary or secondary education, born outside of the United States, and not having sufficient mastery of English to meet state standards and excel in an English-language classroom.

#3 The most misunderstood term in K-12 education today is English learner. The term English learner focuses on the students’ limitations rather than their potential. The terms CLD and LM students can also include culturally and linguistically different minority students who are already bilingual.

#4 The most misunderstood term in K-12 education today is English learner, which refers to students’ limitations rather than their potential. The term emergent bilingual is more accurate in describing the type of student we are trying to help.

• Language: English
• Publisher: IRB Media
• Release date: Oct 8, 2022
• ISBN: 9798350040043

IRB Media

With IRB books, you can get the key takeaways and analysis of a book in 15 minutes. We read every chapter, identify the key takeaways and analyze them for your convenience.

Book preview

Insights on Ofelia Garcia & Jo Anne Kleifgen's Educating Emergent Bilinguals

Contents

Insights from Chapter 1

Insights from Chapter 2

Insights from Chapter 3

Insights from Chapter 4

Insights from Chapter 5

Insights from Chapter 6

Insights from Chapter 7

Insights from Chapter 8

Insights from Chapter 9

Insights from Chapter 10

Insights from Chapter 11

Insights from Chapter 1

#1

The distinction between English language learners and English speakers is important in education. English language learners are students who speak a language other than English and are acquiring English in school.

#2

English learners are, in fact, emergent bilinguals. They are students who are acquiring English in the nation’s schools, and they are critical to the discussion of equity in the teaching of these students.

#3

The terms English language learner, dual language learner, and dual language learner national work group refer to students who are learning English while still developing basic proficiency in their home language.

#4

The term English language learner is preferred by state and local educational authorities, but it has limitations. It devalues other languages and puts the English language in a sole position of legitimacy.

#5

The term emergent bilingualism refers to the fact that students’ linguistic and cultural practices are a resource that can be leveraged to enhance their learning. It allows teachers to have higher expectations of students, and it allows policymakers to recognize that language development takes time.

#6

The language education profession is currently compartmentalized in ways that do not support the holistic education of students. Focusing on students’ emergent bilingualism and multilingualism facilitates the integration of four approaches to language education that exist separately in the United States: the teaching of English to speakers of other languages, bilingual education, the teaching of the heritage language, and the teaching of a foreign language.

#7

There is a growing dissonance between research on the education of minoritized emergent bilinguals, policy enacted to educate them, and the practices we observe in schools. Whereas research has consistently shown the importance of building on students’ home language practices, educational policy has ignored these findings.

Insights from Chapter 2

#1

There are many students who are identified as English learners, and their characteristics are different from those of emergent bilinguals. They are different from each other in terms of how they are designated, how they are counted, and what languages they speak.

#2

The number of emergent