Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Executive Summary

Questioning the Long-Term English Learner Label: How Categorization Can Blind Us to Students’ Abilities


by Karen D. Thompson — 2015


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
   Store a cookie on my computer that will allow me to skip this sign-in in the future.
    Send me my password -- I can't remember it
 
Purchase this Article
Purchase Questioning the Long-Term English Learner Label: How Categorization Can Blind Us to Students’ Abilities
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees. The pass is valid for the lifetime of your membership -- no renewal is necessary.
$12
 
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210
 


Cite This Article as: Teachers College Record Volume 117 Number 12, 2015, p. 1-50
http://www.tcrecord.org ID Number: 18152, Date Accessed: 12/18/2017 11:34:07 AM
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Karen Thompson
    Oregon State University
    E-mail Author
    KAREN D. THOMPSON is an assistant professor in the College of Education at Oregon State University. Her research focuses on how policy, curriculum, and instruction interact to shape the experiences of linguistically diverse students in U.S. schools. She has a particular focus on conducting research in partnership with districts and states to analyze longitudinal data about linguistically diverse students in ways that inform policy and practice. Prior to entering academia, Dr. Thompson spent more than a decade working with linguistically diverse students in California public schools as a bilingual teacher, after-school program coordinator, and school reform consultant. Her recent work has appeared in Educational Researcher and the American Educational Research Journal, among other venues.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS