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Inclusive EAL

Pletser, J. (2019). Inclusion in the international school context: Implications for school development. Journal of Research in International Education, 18(2), 199–211.

This article explores the development of inclusive practices in an international school. The qualitative case study investigates how the school removed barriers to learning for three students with varying levels of learning support needs: mild, moderate, and intensive. Data consisted of interviews, observations, and document review. The findings highlight that successful inclusion is a dynamic and continuous process that requires a strong focus on learning, access, and solution-seeking. The school…

Continue ReadingPletser, J. (2019). Inclusion in the international school context: Implications for school development. Journal of Research in International Education, 18(2), 199–211.

Sakayan, N., Poole, G. (2017). Examining Growth at the Intersection of IEP and (Long-Term) EL Status. Wisconsin Center for Education Research, University of Wisconsin–Madison.

The WIDA research report Examining Growth at the Intersection of IEP and (Long-Term) EL Status explores the English language development of English learners (ELs) who have Individualized Education Programs (IEPs) and their likelihood of becoming long-term English learners (LTELs). The study analyzed longitudinal data from ACCESS for ELLs assessments, collected between 2006 and 2019 across WIDA Consortium states. Researchers tracked students who began testing in kindergarten through third grade between…

Continue ReadingSakayan, N., Poole, G. (2017). Examining Growth at the Intersection of IEP and (Long-Term) EL Status. Wisconsin Center for Education Research, University of Wisconsin–Madison.

Theoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.

In this study, Theoharis and O’Toole investigate the type of leadership needed to create socially just schools for MLs. Through a comparative case study of two elementary schools, the authors show how two principals applied different administrative strategies, such as professional development and moving away from pull-out models. They argue social justice for MLs cannot be achieved in the absence of inclusive services, which must value “students learning English and…

Continue ReadingTheoharis, G., & O’Toole, J. (2011). Leading inclusive ELL: Social justice leadership for English language learners. Educational Administration Quarterly, 47, 646-688.

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