Reclassification of English Learners in the United States

Abstract

Reclassification, the critical process that determines English learners (ELs)' access to mainstream classrooms in US schools, has caused some debates. One view argues that premature reclassification means putting ELs in a vulnerable position without sufficient English proficiency in English‐only classrooms. An opposing view is that remaining in ESL classrooms results in limited access to the full curriculum and college preparedness training for ELs. The debate is rooted in different conceptualizations of language development. One orientation suggests that language development and content learning should be integrated. The other orientation suggests that ELs should be placed into content classes only after achieving a certain linguistic proficiency. Thus, ELs' access to equal opportunities is the grounds for the ongoing disagreement. On the surface, the dispute revolves around the consequences of reclassification and questions its role as a gateway to educational resources. On a closer reading, the problem boils down to high‐stakes testing. Even when school districts adopt a multiple‐criteria strategy for reclassification decisions, students' scores in state‐mandated tests function as the primary criteria. Thus, state‐mandated tests remain the bedrock for reclassification.