Middle-to-High School Transition for English Language Learners: Promising School-Based Practices

This paper examines the nexus among three current areas of concern for secondary educators and policymakers: restructuring high schools into small learning communities (SLCs); supporting the transition of students into the ninth grade; and instructing English language learners (ELLs). Research in these three separate areas has become increasingly abundant and relevant as national educational policy focus has shifted toward high school improvement. ELLs are enrolled in large numbers in urban schools, which have lately been the recipients of high school reform initiatives. Yet, despite the abundant presence of ELLs in these schools, little information is available on how the distinctive linguistic, academic, and social needs of ELLs have been considered in high school reform policies and programmatic initiatives.