Abstract
How best to educate recent immigrants has become more important over the past 30 years as the number of immigrants in our k-12 schools increases. This article presents a phenomenological study of an urban principal in the US who expanded her school’s Spanish immersion program to respond to the needs of immigrant families. This study provides considerations for other school systems looking to expand their immersion programs and implications for school principals leading the change effort. While this study is based on the needs of recent immigrants in the US, the findings apply to schools in other countries working to successfully educate recent immigrants.
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