“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy
Author:
Affiliation:
1. University of Pennsylvania, Philadelphia, Pennsylvania
2. William Penn School District, Delaware County, Pennsylvania
Funder
Institute for Education Sciences
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/10665684.2022.2047408
Reference56 articles.
1. Do current English language development/proficiency standards reflect the English needed for success in school?
2. Transformation in K–12 English Language Proficiency Assessment
3. Two viewpoints of English learner (re)classification: The implications of federal requirements for defining English learners in U.S. schools
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