Exploring critiques of immigrant segregation, this paper considers how schools exclusively serving immigrant EL students are supportive "counterpublics." Drawing on data from two ethnographic case studies, the analysis reveals how the schools are intentional communities where teaching was designed to address the unique academic, linguistic and emotional needs of immigrant ELs. Second, they provided safe spaces for the sharing of language and transnational experiences that are often silenced in traditional schools. Third, they offered teachers significant supports and ongoing learning opportunities that enabled them to extend the support and sanctuary that newcomer immigrant EL's require.