Abstract
A twenty-year debate has divided educators over the question of the use of the native language in the education of language-minority children whose English-language skills are not developed enough for regular classroom work. The dramatic increase in the number of these children — refugees, legal and illegal immigrants, and the native born — together with the diversity of languages and ethnic groups represented dictates a need for a variety of educational solutions. The Newton, Massachusetts, public school district has developed a model program that, without relying on the use of the native language, provides a comprehensive array of services. The program goals are clear, closely focused, and have the understanding and approval of teachers and parents. Newton's program responds to the needs of language-minority children from thirty different language origins and a very wide range of socioeconomic backgrounds. Its main features can be implemented, partly or entirely, in other school districts with similarly diverse populations.
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