Abstract
This ethnographic study investigated one English-as-a-second-language (ESL) program for elementary students with as many as 20 native languages represented. The article outlines different dimensions of this language program that are conducive to language-minority students learning how to succeed in schools. Segments of conversations and narrative vignettes collected during a year-long ethnographic study illustrate the pedagogical assumptions, instructional goals, and organizational arrangements of this ESL program.
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