| Summary: | Using mixed methods this exploratory research examined the social practice
(activity) of integration for English as a second language (ESL) students in a large
multicultural, multilingual urban school district from the point of view (survey,
n=253/interview, n=64) of respondents (teachers, parents, students, administrators)
from the school community. The study also examined documents (n=242) at a
micro/macro level over rime (ten years). It explicitly raised the question: How was
the integration of ESL learners practiced by various participants in an organization,
both actively and in writing (text)? - to explore and illuminate issues surrounding
the widespread disagreement amongst stakeholders previously documented in both
internal/external school district reviews and other documents.
TESOL Standards K-12 (2000) recommends against a 'traditional' model of
integration and for a 'new' model, endorsed by contemporary research, and
ultimately implying a language socialization perspective. Each of these models was
considered in this research.
Findings indicated that the majority of respondents and documents focussed
on a traditional ESL service delivery model for integration centred on English
testing of K-12 ESL students, but a substantial minority of respondents and
documents gave other views of integration and/or views critical of the traditional
model. School organizations did not adequately address issues required by TESOL
Standards K-12 (2000): language as a medium of learning in relation to content
knowledge, culture and student diversity. A greater focus on language socialization by schools could offer a richer and more current model for integration that would
advance policies and practices for multicultural, multilingual ESL students in large
urban centres and offer a more holistic approach to research amongst those in ESL,
multicultural, and special education, as well as education generally around issues of
ESL integration in urban school districts. === Education, Faculty of === Language and Literacy Education (LLED), Department of === Graduate
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