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Equity & Excellence in Education Volume 55, 2022 - Issue 3
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Research Article

“False Positives, Reentry Programs, and Long Term English Learners”: Undoing Dichotomous Frames in U.S. Language Education Policy

Nelson Floresa University of Pennsylvania, Philadelphia, PennsylvaniaCorrespondence[email protected]
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Mark C. Lewisb William Penn School District, Delaware County, PennsylvaniaView further author information
Pages 257-269 | Published online: 17 Mar 2022

Citations (3)

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Read on this site (2)

Kim Strong & Kathy Escamilla. (2023) More than Language Learning: A QuantCrit Analysis of the Relationship Between District Contexts and Long-Term English Learner Rates. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 47-68.
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Ilana M. Umansky & Janette D. Avelar. (2023) Canaried in the Coal Mine: What the Experiences and Outcomes of Students Considered Long-term English Learners Teach us About Pitfalls in English Learner Education…and What We Can Do About It. Journal of Education for Students Placed at Risk (JESPAR) 28:1, pages 122-147.
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Articles from other publishers (1)

Huseyin Uysal. (2022) Standardized Tests and Within‐Group Segregation: The Not‐So‐Optimal ESL Classroom for Long‐Term English Learners . TESOL Quarterly 56:4, pages 1471-1485.
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