Title

Long-term English language learners’ perceptions of their language and academic learning experiences

Document Type

Article

Publication Title

Remedial and Special Education

Abstract

Long-term, adolescent English language learners (ELLs) experience persistent academic underachievement in spite of several years of schooling; yet, the research on this topic is scant. To increase our understanding of these students’ educational experiences, we explored perceptions of 13 long-term ELLs about their schooling in the context of their school history, including program placements, special education referral, and academic outcomes. Data from semistructured interviews and documents were analyzed using a grounded theory approach. Participants viewed themselves as English-proficient, motivated learners, and described their school experience as positive but challenging. The findings revealed a gap between their postsecondary aspirations and the reality of their academic performance, which raises questions about the adequacy of educational programs and identification of ELLs with disabilities.

First Page

300

Last Page

312

DOI

10.1177/0741932514525047

Publication Date

9-1-2014

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