The way many secondary schools are structured limits the ability of
immigrant English Learners to achieve academically and develop
social networks, often resulting in hyper-segregated learning
experiences. This book explores the journey of a group of teachers
in a secondary school as they work to change the ESL program for
immigrants in their school. As this group of teachers worked to
create a program that supported their students' home languages and
"funds of knowledge," structures within the school, and Discourses
from other teachers, administrators, and the nation/community both
constrained/enabled the teachers to create an equitable learning
environment.
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