Over a fifth of California's public schools' students have limited access to college and career pathways due to being labeled an “English‐language learner (ELLs).” As reported by the California Department of Education, in the 2017–2018 school year, of the over 6.2 million students in California, nearly 1.3 million students are categorized as ELLs. The ELL label states students “whose difficulties in speaking, reading, writing, or understanding English may (my emphasis) limit his or her ability to (1) achieve in classrooms where English is the language of instruction and (2) access opportunities to fully participate in society.” Aligned with deficit thinking models, the US school system interprets “may” as “will” and makes decisions that negatively impact a large body of students across the country. The growing body of research reveals that many with the ELL label have been and continue to be intentionally underserved, limited access to postsecondary education, tracked into low‐rigor and stigmatizing course pathways, and are deliberately unsupported to become college‐ready, furthering the inequities in education and limiting options for quality k‐12 educational experiences. The system becomes blinded by the label and ignores students with ELL labels' abilities and capacities to learn. So how are students with ELL labels supposed to become college‐ready, let alone career‐ready? For the purposes of this critical literature review, I will focus on exploring the existing structures that define “college‐readiness” and the disparities created by the intentional tracking of students with the ELL label in comparison to their non‐ELL peers.

中文翻译：

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限制标签：英语学习者的学习机会和大学准备程度

加州超过五分之一的公立学校的学生由于被称为“英语学习者（ELL）”而无法进入大学和职业道路。根据加州教育部的报告，在2017-2018学年，加州超过620万学生中，近130万学生被归为ELL。ELL标签指出学生“在说，读，写或理解英语方面可能遇到困难的学生（我的重点）限制他或她的能力：（1）在以英语为教学语言的教室中取得成绩，以及（2）获得充分参与社会的机会。” 美国学校系统与赤字思维模型保持一致，将“可能”解释为“意愿”，并做出对全国范围内大量学生产生负面影响的决策。越来越多的研究表明，许多带有ELL标签的服务已经并且继续受到有意的服务，接受中等教育的机会有限，进入了低难度和带有耻辱感的课程路径，并且故意不支持进入大学准备阶段，这进一步加剧了不平等现象。教育和限制高质量k-12教育经历的选择。该系统对标签视而不见，并忽略了具有ELL标签的能力和学习能力的学生。那么，带有ELL标签的学生应该如何准备上大学，更不用说准备上职业了？在这篇重要的文献综述中，我将重点探讨定义“大学准备状态”的现有结构，以及故意跟踪带有ELL标签的学生与非ELL同学相比所造成的差异。