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As the Latino population continues to rise in the United States and
the number of Latino children entering the public schools
increases, it is vital to consider the opportunities and the
challenges they face learning a second language. This book analyzes
the impact of the policies of the No Child Left Behind Act (2001)
on the teaching and learning of 10 Latino English language learners
(ELL) in an urban high school in Virginia. Learning a second
language is a daunting task for immigrants transitioning to a new
language and environment. Using ethnographic methodology, the
researcher examined the interconnectedness of the federal policy
(NCLB) with the pedagogy employed by faculty to support a learning
climate for English language learners. Pedagogy that was built on
respect, cultural identity, and critical thinking skills helped
learners become actively engaged. The practices of caring teachers
enabled them to serve as advocates, helped forge relationships of
respect and trust, and encouraged students to succeed academically.
The students' voices said it themselves, "Qu nos d una chanza "
Give us a chance ]
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