English learner segregation: Difference between revisions
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===== Date and country of first publication<ref>Date and country of first publication as informed by the Scopus database (December 2023).</ref>===== | |||
2020<br> | 2020<br> | ||
United States | United States | ||
===== Definition ===== | |||
Segregation refers to the act of separating individuals or groups based on certain characteristics or attributes, such as race, ethnicity, gender, or socioeconomic status. English learner segregation specifically refers to the practice of isolating students who are learning English as a second language (ESL) or are non-native English speakers in separate classrooms or schools, often resulting in limited interaction with native English-speaking peers. This practice has been criticized for perpetuating inequalities, hindering language acquisition, and impeding academic and social development. In recent years, efforts have been made in many educational systems to promote integration and inclusion by providing support and resources for English learners in mainstream classrooms. | Segregation refers to the act of separating individuals or groups based on certain characteristics or attributes, such as race, ethnicity, gender, or socioeconomic status. English learner segregation specifically refers to the practice of isolating students who are learning English as a second language (ESL) or are non-native English speakers in separate classrooms or schools, often resulting in limited interaction with native English-speaking peers. This practice has been criticized for perpetuating inequalities, hindering language acquisition, and impeding academic and social development. In recent years, efforts have been made in many educational systems to promote integration and inclusion by providing support and resources for English learners in mainstream classrooms. | ||
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== | ==English Learner Segregation appears on the following literature== | ||
Gándara P. (2020) Equity Considerations in Addressing English Learner Segregation. ''Leadership and Policy in Schools'', ''19''(1), 141-143. Taylor and Francis Inc.. | Gándara P. (2020). Equity Considerations in Addressing English Learner Segregation. ''Leadership and Policy in Schools'', ''19''(1), 141-143. Taylor and Francis Inc..https://doi.org/10.1080/15700763.2019.1711134 | ||
Revision as of 11:31, 16 April 2024
Date and country of first publication[1]
2020
United States
Definition
Segregation refers to the act of separating individuals or groups based on certain characteristics or attributes, such as race, ethnicity, gender, or socioeconomic status. English learner segregation specifically refers to the practice of isolating students who are learning English as a second language (ESL) or are non-native English speakers in separate classrooms or schools, often resulting in limited interaction with native English-speaking peers. This practice has been criticized for perpetuating inequalities, hindering language acquisition, and impeding academic and social development. In recent years, efforts have been made in many educational systems to promote integration and inclusion by providing support and resources for English learners in mainstream classrooms.
See also
References
Notes
- ↑ Date and country of first publication as informed by the Scopus database (December 2023).
At its current state, this definition has been generated by a Large Language Model (LLM) so far without review by an independent researcher or a member of the curating team of segregation experts that keep the Segregation Wiki online. While we strive for accuracy, we cannot guarantee its reliability, completeness and timeliness. Please use this content with caution and verify information as needed. Also, feel free to improve on the definition as you see fit, including the use of references and other informational resources. We value your input in enhancing the quality and accuracy of the definitions of segregation forms collectively offered in the Segregation Wiki ©.
English Learner Segregation appears on the following literature
Gándara P. (2020). Equity Considerations in Addressing English Learner Segregation. Leadership and Policy in Schools, 19(1), 141-143. Taylor and Francis Inc..https://doi.org/10.1080/15700763.2019.1711134