Abstract
According to the National Clearinghouse for English Language Acquisition (NCELA, 2006) there are about 5 million students identified as English-language learners (ELLs) currently enrolled in American public schools in grades pre-K through twelve. This number represents about 10 percent of the total enrollment in U.S. public schools. Within the last fifteen years, the numbers of ELLs have increased at a rate almost eight times greater than the total public-school enrollment. It is estimated that about nineteen million ELLs will be attending public schools in the year 2020 (Trueba, 1999). More startling, by the year 2030 the school-aged children of immigrants, many of whom are ELLs, will total nearly twenty-six million (Tienda & Mitchell, 2006). In view of the rapid growth of ELL populations in American schools, in recent years the educational circumstances of these students have been of national concern (see Snow, 2002).
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© 2010 H. Richard Milner IV
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Iddings, A.C.D., Rose, B.C. (2010). Promoting Educational Equity for a Recent Immigrant Mexican Student in an English-Dominant Classroom. In: Milner, H.R. (eds) Culture, Curriculum, and Identity in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/9780230105669_4
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DOI: https://doi.org/10.1057/9780230105669_4
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