The long-term impact of subtractive schooling in the educational experiences of secondary English language learners
By Kate Menken, T. Kleyn. 2010
187 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/af7a5b31989d077e127eae5f12102e9af29f12b8
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Citations in the corpus
- Deaf children need language, not (just) speech (2019, unknown): “…unique to DHH children – hearing bilinguals who do not have sufficient support in either language can face challenges fully mastering either language, which subsequently poses problems for their academic achievement (Menken, Funk, & Kleyn, 2011; Menken & Kleyn, 2010; Menken, Kleyn, & Chae, 2012).”
- Spotlight on “Long-Term English Language Learners”: Characteristics and Prior Schooling Experiences of an Invisible Population (2012, background): “Yet, their limited literacy in both English and their native language proves to be a primary barrier to their academic success (for further discussion, see Menken & Kleyn, 2010).”
- Emergent bilingual students in secondary school: Along the academic language and literacy continuum (2013, methodology): “A word frequency analysis by Menken (2010) of high school exit exams used in New York for mathematics and English language arts shows that the exams in both subjects are linguistically complex, involving uncommon words in English that would be incomprehensible to emergent bilinguals, in accordance…”
- “I Am Not a Shelter!”: Stigma and Social Boundaries in Teachers’ Accounts of Students’ Experience in Separate “Sheltered” English Learner Classrooms (2014, background): “Although not all EL-designated students are placed into separate EL settings (Menken & Kleyn, 2010; Olsen, 2010; Thompson, 2013), in settings where a tight coupling exists between EL designations and separate EL programs, bureaucratic issues that keep ELs from becoming redesignated serve to keep…”
- Undoing Appropriateness: Raciolinguistic Ideologies and Language Diversity in Education (2015, unknown): “Based on this framing, Menken and Kleyn (2010) argue that “the education of these students must be additive, particularly in the area of academic literacy, so that we provide students with a strong foundation as they move to higher grades” (p. 414).”