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Teacher Placement Into Immigrant English Learner Classrooms

Teacher Placement Into Immigrant English Learner Classrooms This qualitative study examined how secondary teachers were assigned to teach courses intended to expand English learners’ (ELs’) access to academic subjects. Theoretically, this research extends the “contexts of reception” framework from immigration studies into the educational realm by investigating how teachers—as one important contextual variable—entered into settings designed for immigrant-origin ELs. Analysis examined institutional processes, norms, and policies as well as participants’ practices. Findings suggest that novice teachers were most likely to be placed into separate EL content-area classrooms, unless more senior teachers requested these assignments or administrators intervened. Ultimately, this article uses teacher assignment processes to illustrate how contexts for immigrant-origin youth are constructed and contested and how ELs’ opportunities to learn were jeopardized in local settings. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Teacher Placement Into Immigrant English Learner Classrooms

American Educational Research Journal , Volume 52 (2): 32 – Apr 1, 2015

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References (87)

Publisher
SAGE
Copyright
© 2015 AERA
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/0002831215574725
Publisher site
See Article on Publisher Site

Abstract

This qualitative study examined how secondary teachers were assigned to teach courses intended to expand English learners’ (ELs’) access to academic subjects. Theoretically, this research extends the “contexts of reception” framework from immigration studies into the educational realm by investigating how teachers—as one important contextual variable—entered into settings designed for immigrant-origin ELs. Analysis examined institutional processes, norms, and policies as well as participants’ practices. Findings suggest that novice teachers were most likely to be placed into separate EL content-area classrooms, unless more senior teachers requested these assignments or administrators intervened. Ultimately, this article uses teacher assignment processes to illustrate how contexts for immigrant-origin youth are constructed and contested and how ELs’ opportunities to learn were jeopardized in local settings.

Journal

American Educational Research JournalSAGE

Published: Apr 1, 2015

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