Abstract
Immigrant communities bring a rich diversity of linguistic and cultural resources to neighborhoods and schools, yet these are fast depleting. Loss of the home language is inextricably linked to an increased use of another language. It is further hastened, especially among pre‐adolescent immigrant children, by their assimilative and integrative orientation, reduced communication opportunities in the home language, and their growing proficiency in the new language. Teacher education programs are key to preparing educators for pedagogical approaches that ensure successful acquisition of the new language and academic achievement, while providing opportunities to preserve, scaffold, and further enhance the students' home languages. Partnering with families and communities is key to understanding the students' backgrounds, experiences, and intergenerational communication patterns in the home, and to promote home language literacy practices to preserve the rich linguistic and cultural heritage that immigrant students bring.
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