Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

You searched for subject:(Reclassified English Learners). One record found.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


University of California – Riverside

1. Casillas, Jacqueline. Long Term English Learners: Success for Some.

Degree: Education, 2018, University of California – Riverside

Many factors influence the schooling experience of a student. This research explores the influence of the school structure, the family, as well as policy and practice in the school setting as it relates to Long Term English Learners. I use Social Reproduction Theory, Community Cultural Wealth, and Student Voice as the theoretical frameworks to examine how former Long Term English Learners experienced school and exited the English Learner program. I present three arguments in this research to examine and explain the educational journey of a student identified as a former Long Term English Learner. First, I argue that school personnel, programs, and the “hidden curriculum” (Jackson, 1968) emerged as key to the ability for these students to exit the EL program and pursue a college education at a four-year university. I also argue that Community Cultural Wealth (Yosso, 2005) served as a vehicle for the students in this study to become college bound. Finally, I argue that if schools are to enhance schooling experiences for English Learners, schools must practice “listening to student voice and their perspective” to inform decisions that impact this marginalized student population (Mitra, 2006, p. 7). I conducted interviews, observations, and analyzed pertinent documents to explain the schooling experience of the participants in this study These students were driven to become college bound that resulted in their ability to exit the English Learner program, which was not an identified goal by most participants. The students in this study embraced the opportunity to select courses that fulfilled the A-G college entrance requirements and pursue enrollment in a California State University or University of California upon graduation. The results of this study indicate that the influence, direction, and motivation of parents, the school, students, and Spanish shaped how the students experienced and succeed in high school. The drive to become college bound and enroll in a four-year university upon graduation was their primary goal, not exiting the EL program.

Subjects/Keywords: Education; Community Cultural Wealth; English Learners; Long Term English Learners; Reclassified English Learners; Student Voice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Casillas, J. (2018). Long Term English Learners: Success for Some. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/1vd9p1v6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Thesis, University of California – Riverside. Accessed August 24, 2019. http://www.escholarship.org/uc/item/1vd9p1v6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Casillas, Jacqueline. “Long Term English Learners: Success for Some.” 2018. Web. 24 Aug 2019.

Vancouver:

Casillas J. Long Term English Learners: Success for Some. [Internet] [Thesis]. University of California – Riverside; 2018. [cited 2019 Aug 24]. Available from: http://www.escholarship.org/uc/item/1vd9p1v6.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Casillas J. Long Term English Learners: Success for Some. [Thesis]. University of California – Riverside; 2018. Available from: http://www.escholarship.org/uc/item/1vd9p1v6

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.