{"title":"The Complex Terrain of Equity for Multilingual Learners in K–12 Education","authors":"Scott E. Grapin","doi":"10.3102/0013189x231215345","DOIUrl":null,"url":null,"abstract":"The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing issues in the field related to (a) how learners are categorized, (b) what is being learned, and (c) what instructional arrangements facilitate learning. The essay closes by proposing ways forward across research, policy, and practice toward shaping a field that is mutually engaged yet productively diverse as well as better positioned to foster interdisciplinary dialogue with other fields.","PeriodicalId":11404,"journal":{"name":"Educational Researcher","volume":"7 12","pages":""},"PeriodicalIF":5.4000,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Educational Researcher","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.3102/0013189x231215345","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
The field of multilingual learner education has become increasingly complex, with longstanding efforts focused on promoting access to multilingual learners being criticized for failing to transform systems responsible for these students’ marginalization. This essay brings clarity to the complex terrain of equity for multilingual learners in K–12 education by highlighting how conceptions of equity as access and as transformation underpin vexing issues in the field related to (a) how learners are categorized, (b) what is being learned, and (c) what instructional arrangements facilitate learning. The essay closes by proposing ways forward across research, policy, and practice toward shaping a field that is mutually engaged yet productively diverse as well as better positioned to foster interdisciplinary dialogue with other fields.
期刊介绍：
Educational Researcher publishes scholarly articles with broad significance to the education research community, spanning various areas within education research and related disciplines. The journal aims to disseminate major programmatic research and new findings of wide importance. It is issued nine times annually and welcomes submissions of feature articles, reviews/essays, briefs, and technical comments. Additionally, the journal publishes commentary articles categorized as policy forum, letters, and books, among others.
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