English Learners Along the U.S.-Mexico Border: A Multiplicity of Crossroads
Language learners continue to lag behind their counterparts academically. Statistics reveal EL's data as follows: Hispanic students continue to lag behind their White counterparts by 23% according to state report Texas Academic Performance Report: TAPR formally called the AEIS report for the 2014-2015 scholastic year in two or more subjects. Therefore, this single case qualitative study was conducted in search of strategies or methods to better serve language learners. More precisely transnational learners; these students balance two diverse worlds. They commute between two countries and at times leave family behind as they come to school in the US. Identifying strategies which principals are delivering to support ELs was the core of this study.
The purpose of this study was to seek mediums to better prepare our ELs for what is currently happening in our state, testing in English. Through this study the hope was to find strategies to better serve this population and thereby closing the academic achievement gap currently existing.
As mentioned above a single case qualitative study was the method of investigation. This was utilized to better understand the participants. Through this type of qualitative design the researcher was in close proximity and came to know her participants very intimately. The theoretical framework implemented was positioning theory due to the participant and vii administrators who are in constant change. Each is impacted by what they confront and thereby making for a constant metamorphosis of each.
By "identifying, analyzing, and reporting patterns (themes) within data (Braun & Clarke, 2006, pg. 79) the following themes emerged: a)family, b) community, c) teachers, and d) support for English Learners. From analysis of the data this study demonstrates some strategies being implemented to support English Learners. Only time will tell if the strategies have closed the achievement gap academically for ELs.