Editing School linguistic segregation

===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== 
2015<br>
United States
===== Definition ===== 

School linguistic segregation refers to the separation of students within educational institutions based on their primary language or language proficiency. This type of segregation often results in distinct groups of students being taught separately, either within the same school or across different schools, leading to disparities in educational experiences and outcomes. Key aspects of school linguistic segregation include:

1. Language Proficiency: Students may be segregated based on their proficiency in the dominant language of instruction. For instance, students who are not fluent in the dominant language may be placed in separate classes or programs designed for English Language Learners (ELLs) or other language learners.

2. Bilingual and Multilingual Programs: While bilingual and multilingual education programs aim to support language learners, they can sometimes inadvertently contribute to segregation if students in these programs have limited interaction with their peers in mainstream classrooms.

3. Residential and Community Factors: Linguistic segregation can be influenced by residential patterns, where neighborhoods with high concentrations of non-native speakers lead to schools predominantly attended by students who speak the same non-dominant language.

4. Resource Allocation: Schools with higher numbers of language learners may receive different levels of resources, support, and teacher training. This can lead to disparities in educational quality and student outcomes.

5. Cultural and Social Integration: Linguistic segregation can affect students' cultural and social integration. Limited interaction between language learners and native speakers can hinder cross-cultural understanding and the development of language proficiency.

6. Academic and Social Impact: Students in linguistically segregated settings may experience different academic challenges and opportunities. They might receive specialized support but also miss out on the benefits of a more diverse learning environment.

7. Educational Equity: Linguistic segregation raises concerns about educational equity. Students who are separated based on language may have unequal access to rigorous coursework, extracurricular activities, and other opportunities that can affect their academic and personal development.

8. Policy and Legal Context: Various policies and legal frameworks address the needs of language learners, such as the Individuals with Disabilities Education Act (IDEA) and Title III of the Elementary and Secondary Education Act (ESEA) in the United States. These policies aim to provide equitable education but can also impact how linguistic segregation is managed.

9. Examples: Examples of school linguistic segregation include schools or classrooms where Spanish-speaking students are taught separately from English-speaking students, or where recent immigrants are placed in language-specific programs with limited integration into mainstream classes.

Addressing school linguistic segregation involves implementing policies and practices that promote language integration while supporting language development. This may include dual-language programs, inclusive classroom practices, professional development for teachers, and community engagement initiatives. The goal is to provide equitable educational opportunities for all students, regardless of their language background, while fostering an inclusive and culturally responsive learning environment.
===== Synonyms ===== 
The following terms are synonymous with school linguistic segregation:

school linguistic segregation.population.

References and literature addressing this segregation form under these synonymous terms can be found below.
==See also== 
==References== 
==Notes== 
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==School linguistic segregation appears in the following literature== 

Kibler A.K., Attebery A., Hardigre C.N., Salerno A.S. (2015). Languages across borders: Social network development in an adolescent two way language program. ''Teachers College Record'', ''117''(8), 1-48. Teachers College, Columbia University.https://doi.org/