Abstract
Purpose. The purpose of this qualitative, multiple-case study was to explore the elementsof success and challenges that local educational agencies (LEAs) encounter in the
reclassification of elementary Asian English language learners who speak Vietnamese
and Mandarin.
Methodology. To explore the challenges and successful practices LEAs face inreclassifying elementary Asian English language learners (AELLs), this study used a
qualitative, multiple-case study approach. LEAs were selected with significant and
nonsignificant populations of AELL students enrolled in their agencies. A criteria-based
sampling method was also used. Participants were employed by an LEA and supported
AELL Vietnamese or Mandarin-speaking students in the third grade. Critical sampling
supported quality assurance in the case study (Yin, 2014). Participants responded to
semistructured, open-ended questions regarding their perceptions of success and
challenges that LEAs encounter in reclassifying elementary AELLs who speak
Vietnamese and Mandarin.
Findings. Participants shared their perceptions and beliefs regarding the success andchallenges that LEAs encounter in reclassifying elementary AELLs who speak
Vietnamese and Mandarin. Codes were extracted from the interviews, and 10 themes
emerged from these codes. The successes included effective instructional strategies and
practices, shared focus on reclassification, teacher involvement, and relationships, support
from family and community, and AELL student determination. The challenges included
resource limitations and educator preparation, cultural awareness and linguistic barriers,
parental involvement and mistrust, diverse AELL proficiency levels and qualified staff,
and lack of tailored professional development. These themes highlighted the importance
of providing targeted support and addressing the specific needs of AELL students and
their families.
Conclusion. The findings support the research on the challenges that Asian students,especially those who are second language learners, encounter in public education and the
need for more specific explicit support in school. Therefore, educators, administrators,
and parents must recognize the unique needs of AELL students and provide appropriate
resources and support to help them succeed.
Recommendations. This research study adds to the literature regarding the importance ofcultural relevance and awareness of the needs of AELLs. Future research should be
conducted using a larger sample size for the generalizability of the findings.