In this comparative case study, Enright explores whether the very act of labeling students contributes to continued differences in educational opportunity for students labeled “mainstream” and “non-mainstream.”
In this study, the researchers investigated opportunities and challenges English language learners (ELLs) faced while learning the scientific practices of argumentation and communication of findings (NGSS practices 7 and 8; NGSS Lead States, 2013). Specifically, they asked how the teacher engaged ELLs in argumentation and communication and how the ELLs actually used these practices.