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OverviewWhy does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options. Full Product DetailsAuthor: Yasuko KannoPublisher: Multilingual Matters Imprint: Multilingual Matters Dimensions: Width: 14.80cm , Height: 1.50cm , Length: 21.00cm Weight: 0.420kg ISBN: 9781800413740ISBN 10: 1800413742 Pages: 232 Publication Date: 09 September 2021 Audience: College/higher education , Professional and scholarly , Postgraduate, Research & Scholarly , Professional & Vocational Format: Hardback Publisher's Status: Active Availability: In Print  This item will be ordered in for you from one of our suppliers. Upon receipt, we will promptly dispatch it out to you. For in store availability, please contact us. Table of ContentsPreface Chapter 1. Introduction Chapter 2. Limited Access to Rigorous Academic Curriculum Chapter 3. Underdeveloped College Knowledge Chapter 4. Different Reasons to Choose a Community College Chapter 5. Not Career Ready Chapter 6. ELs’ Access to Postsecondary Education Appendix: Method ReferencesReviewsKanno provides a complex and nuanced analysis of individual and institutional forces that restrict post-secondary access for multilingual students. Guided by a comprehensive understanding of relevant research and theory, her meticulous fieldwork helps to expose systemic inequities that make clear the need for immediate and sustained change in US secondary schools. * Amanda Kibler, Oregon State University, USA * Kanno’s book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level. * Linda Harklau, University of Georgia, USA * In this powerful and beautifully-written book Kanno highlights the potential of schools and schooling to shape English learner (EL) students’ postsecondary access and provides a foundation upon which to move the field forward. School, district, and state-level EL educators will want to incorporate her findings into the policies and practices that shape their EL students’ postsecondary access. * Rebecca Callahan, University of Texas at Austin, USA * Kanno provides a complex and nuanced analysis of individual and institutional forces that restrict post-secondary access for multilingual students. Guided by a comprehensive understanding of relevant research and theory, her meticulous fieldwork helps to expose systemic inequities that make clear the need for immediate and sustained change in US secondary schools. * Amanda Kibler, Oregon State University, USA * Kanno's book provides a compelling indictment of how US secondary schools as institutions routinely fail to prepare English learners for college or jobs. Vivid descriptions of the setting, students, and educators humanize the findings and bring home the cost of school failures for youth. This is an important book for all scholars, policymakers, and educators working with emergent multilingual students at the high school level. * Linda Harklau, University of Georgia, USA * In this powerful and beautifully-written book Kanno highlights the potential of schools and schooling to shape English learner (EL) students' postsecondary access and provides a foundation upon which to move the field forward. School, district, and state-level EL educators will want to incorporate her findings into the policies and practices that shape their EL students' postsecondary access. * Rebecca Callahan, University of Texas at Austin, USA * Author InformationYasuko Kanno is Associate Professor of Language Education, Wheelock College of Education & Human Development, Boston University, USA. Tab Content 6Author Website:Countries AvailableAll regions |
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