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Creating Powerful High Schools for Immigrant and English Language Learning Populations: Using Past and Present Ideas in Today’s Schooling Paradigm


by Reynaldo Reyes & Leena Her - 2010

This chapter examines ways that high schools have addressed the needs of English learners and immigrant students from diverse language backgrounds in an era of nationwide high-stakes testing and accountability policies. Tapping into a host of programmatic efforts and pedagogical approaches from prior and extant research, the authors propose a number of ways to help English learners and immigrants become successful in today’s high schools.


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This article originally appeared as NSSE Yearbook Vol 109. No. 2.


Cite This Article as: Teachers College Record Volume 112 Number 14, 2010, p. 527-547
https://www.tcrecord.org ID Number: 18494, Date Accessed: 7/16/2020 1:01:12 AM

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About the Author
  • Reynaldo Reyes
    University of Texas, El Paso
    E-mail Author
    REYNALDO REYES III is an Assistant Professor of Bilingual, ESL, and Multicultural Education in the Department of Teacher Education in the College of Education at the University of Texas at El Paso. His work focuses on issues of identity and learning in marginalized student populations, especially English language learners, at the secondary and postsecondary level; service-learning in teacher education; and migrant education. His work has been published in various journals, including the Urban Review, Equity and Excellence in Education, and the Journal of Latinos and Education, among others.
  • Leena Her
    Kennesaw State University
    E-mail Author
    LEENA N. HER is an assistant professor of education at Kennesaw State University in the Department of Inclusive Education. Her research interests include discourse of minority academic failure, multilingual language, and education policy and practice.
 
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