Presentation Title:
Exploring Perspectives of Culturally and Linguistically Diverse Adolescent English Learners to Reimagine Equitable Systems
Presentation Options: Onsite
Presentation Strand: ELs
Presentation Delivery Language: English
Description:
This session explores the cultural, linguistic, and academic dimensions of English Learners’ (ELs) intersectional identities stemming from a qualitative research project that uplifts the potential of diverse racial, ethnic, languages and other background characteristics. We present profiles of Superdiverse Adolescent ELs from two school districts that elucidate perspectives about their educational experiences as well as their hopes for belonging, access, and preparation for college and career. Engage in conversations with colleagues to deepen your knowledge of EL superdiversity through an equity leadership framework to design an educational system that builds on their assets to enhance their futures.
Abstract:
Student profiles can provide strategic information to design and implement equitable educational systems for English Learners. This study focuses on a state’s student population to understand the experiences of superdiverse adolescents (ages 12-19). Rather than characterizing student diversity across static demographics of ethnicity, gender, language, and socioeconomic indicators, we apply the superdiversity concept to “extend beyond traditional notions of diversity and which crosses boundaries of language, culture, generational immigration patterns, socio-economic class, and individual identities” (Álvarez-Pérez & Harris, 2022). We address the knowledge gap about diverse secondary students to answer the research question: What are the schooling experiences of a variety of profiles of culturally and linguistically diverse adolescents? We conducted semi-structed interviews with 20 adolescent EL students and collected student demographic data for middle and high-school student participants from two districts: one Northern (11) and one Southern district (9). We employed qualitative analysis to create analytic memos that synthesized interview data. We then engaged in multiple rounds of analysis and reflection on the analytic memos to identify emerging themes. Based on this analysis, we created student profiles to uplift students’ voices and document the intersectional dimensions of the schooling experiences of culturally and linguistically diverse adolescents (Thomas & Macnab, 2022). We use our findings to engage session participants in dialogue to (1) examine and question dimensions of diverse EL profiles through an equity framework, and (2) plan for systemic changes that educators and policymakers can consider to reimagine EL programming, curricula, assessment, and accountability.
Presentation Types: Academic-50m
Target Audience: All
Primary Presenter's Telephone: 6262219220
Confirm your Participation: Yes I will present
