Terms to Identify Student Groups
- David Kauffman
- Mar 18, 2022
- 1 min read
In my last entry, I wrote about the importance of words, particularly the labels we use to identify students. Although "emergent bilingual" is not a perfect term, it is assets-based and thus a major improvement over the deficit-based terms previously used.
In this entry, I am going to share the various terms I currently use to identify students in relation to language learning. This is a constantly evolving list, as I am always looking for better terms.
I am eager to hear what terms others have adopted and how you use them. Please comment and share.
* For a discussion of the fluid nature of the emergent bilingual (English learner) subgroup, see pages 8-9 of Janie Tankard Carnock’s report Seeing Clearly: Five Lenses to Bring English Learner Data into Focus.
** For a discussion of problems with the LTEL label, see pages 24-27 of Yael Glick and Aída Walqui’s “Affordances in the Development of Student Voice and Agency: The Case of Bureaucratically Labeled Long-term English Learners,” Chapter 1 of Reconceptualizing the Role of Critical Dialogue in the American Classroom: Promoting Equity through Dialogic Education (2021), edited by Amanda Kibler, Guadalupe Valdés and Aída Walqui.
While working on a group project for my economics class, I realized how important it is to recognize the different strengths and backgrounds of my teammates. Just like the term "emergent bilingual" helps identify the diverse language learning needs of students, in economics, it’s crucial to understand each person’s grasp of concepts like supply and demand. For me, Economics Assignment Help was invaluable in clarifying tough topics, enabling me to contribute confidently to the project.