This timely and incisive book examines the ways in which English
language proficiencies develop in newly arrived immigrant students.
Beginning by describing the challenges faced by children who
currently attend segregated schools in many parts of the country,
the authors offer a detailed account of the developing English
language proficiencies of K-3 children from one after-school
intervention program. Using the experiences of these children as a
lens, the authors debunk commonly held views of young children as
rapid and effortless learners of new languages. Essential reading
for classroom teachers, students, researchers, and policymakers,
this authoritative book: Offers principles for designing an
integrated practice for educating English language learners.
Describes interactions between volunteer "English Buddies" and ELL
children to highlight ways in which children begin to comprehend
and produce English. Includes examples of materials and activities
that can be used with young ELL children to engage them in
new-language interactions. Analyzes the effectiveness of current
practices designed to accelerate the second language acquisition
process.
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