“We still have a long way to go”: How state education leaders’ understanding and engagement shapes English learner identification of indigenous students

Related Content
Author
Author
Umansky, I. M., & Itoh, T.
Journal
AERA Open
Journal Details
AERA Open, 10.
Details
Resource Type
Journal
Acquisition Number
516
Published Date
09-20-2024 12:22 PM
Published Year
2024
Number of Pages
19
Language(s)
Subscription Only
No
Abstract

Federal law defines English learner (EL) eligibility differently for Indigenous, compared to non-Indigenous, students, allowing for broader entry into the EL category, along with its accompanying resources and services. We interviewed EL leaders from 25 state departments of education to learn about their level of understanding of the differentiated definition and their work to interpret and implement it. Drawing upon and expanding recent conceptual frameworks, we explored how EL leaders’ knowledge about and engagement with EL constituents influence their ability to interpret and implement policy in equity-expansive ways. We found that many EL leaders had little understanding of the federal law and weak engagement with Indigenous Tribes and communities, both of which limited their work. In states where leaders had deeper knowledge and engagement, they were more actively interpreting and implementing federal law, particularly with the aim of increasing Indigenous EL-classified students’ access to heritage language and culturally-sustaining programs.

Topics
English Learners
English Learner Identification
Heritage and Indigenous Language Programs
Keywords
english learners
English learner identification
Indigenous students