UCLA

Linked Learning is a school reform model for K-12 education, primarily high school, designed to make school engaging through real-world, hands-on learning that integrates college and career preparation. Linked Learning is an equity-focused approach with a focus on the achievement of underrepresented groups such as African Americans, Latinos, students with disabilities and English Learners (ELs) (LaFors and McGlawn, 2013). The core components of Linked Learning are rigorous college-prep academics, career technical training, work-based learning, and comprehensive support services.

This study investigates the role of work-based learning (WBL) in the development of ELs in Linked Learning high schools. Through interviews with six Linked Learning principals and five WBL coordinators, this study explores their beliefs about the purpose of WBL for supporting EL students. It investigates the WBL opportunities and systems of support that exist for ELs in Linked Learning high schools. These practitioners had considerable experience with designing a school program to incorporate WBL experiences throughout students’ high school careers, using the ConnectEd WBL Continuum as a guide (ConnectED, 2012).

Each Linked Learning school staff member participated in a one-on-one, semi-structured interview that lasted approximately 30-45 minutes. One principal interview was conducted over Zoom and one interview included both the school principal and coordinator at the same time. Interviews were digitally recorded, transcribed, and coded to explore the themes that emerged. For the participants in this study, the most important purposes of WBL for ELs were exposure to careers, development of skills, and building social capital. They tended to feel that the purposes for ELs were the same as for all students, although they did emphasize the how WBL could support EL students’ communication skills and help them build self-confidence. When asked to consider which conditions need to be in place for impactful WBL for ELs, the most salient that participants cited were integration of WBL into the school curriculum, staffing support at the school, and the role and mindset of industry partners. As with the purposes, these conditions were believed to apply for all students, not just ELs. For the EL population, specific supports like bilingual TAs and language scaffolds were cited as important. Participants shared that despite many of these conditions being within their control, competing priorities, reduced district support, and staffing challenges were barriers to developing high-quality WBL experiences for all EL students.