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.

Series edited by: James A. Banks