| This study examines the experiences of seven students who have been termed Long-term English learners and were not reclassified from the English Language program until they were in high school. Not all English learners enrolled in U.S. schools are foreign-born (Olsen, 2010; Zehr, 2002); about 28% of children of immigrant parents are U.S. born (Capps, Fix, Murray, Ost, Passel, & Herwantoro, 2005). As stated by Capps et al. (2005), these children are U.S. citizens with all the rights and privileges of all U.S.-born citizens. The study explores the institutional structures that create inequitable experiences for English learners. This study focuses on the experience of students who are not reclassified until high school.;The theoretical frameworks that guide this study are based on critical pedagogy, critical race theory, and pedagogy of freedom. Ofelia Garcia (Garcia & Kleifgen, 2010; Garcia, Kleifgen, & Falchi, 2008) calls these students "emergent bilinguals" in order to point out that the term English learner focuses on a deficit (their lack of English proficiency) as opposed to their strength (the fact that they are becoming proficient in two languages). Language assessment policies for identified English learners and Long-term English learners serve as a byproduct to create and maintain the privilege of English proficiency over the maintenance of minority languages (Menken, 2008). The combination of language policies, standardized testing, and the reclassification process structures an experience of oppression that goes beyond the school setting as emphasized in CRT.;My research reveals that student participants continue to doubt their own knowledge of English. Through in-depth interviews and archival data I drew an understanding of students formerly identified as long-term English learners. Among the findings that emerged were the following: Most students had no knowledge of the reclassification process. In some cases students were offended by having to take the same CELDT test every year and stated that they were born in the U.S. and spoke English. Students often found that family and friends became their support systems to advocate for them when they objected to their class placement and encouraged their success. The study concludes with implications for policy change and educational practice, including change in the entire classification process. |
