Research that explores the relationship between school-district infrastructure in new-immigrant destinations and the marginalization of English-language learners (ELLs) in those districts shows that in many schools, the teaching of English as a second language (ESL) and the teaching of academic subjects are separated and disconnected, which can cause ELLs to fall behind academically.
“Organizing Language Instruction in New Immigrant Destinations: Structural Marginalization and Integration” was presented at the Segregation, Immigration, and Educational Inequality Conference in Ghent, Belgium, by Megan Hopkins of Pennsylvania State University and Rebecca Lowenhaupt of Boston College.
