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.
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.
