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ERIC Number: EJ767418
Record Type: Journal
Publication Date: 2004-Mar
Pages: 6
Abstractor: ERIC
Reference Count: 7
ISSN: ISSN-1529-8957
The World of Immigrant Students
Smith-Davis, Judy
Principal Leadership, v4 n7 p44-49 Mar 2004
Language-minority students are the fastest-growing population in U.S. public schools. Between 1991 and 1999, the number of language-minority school-aged children in the United States rose from 8 million to 15 million, and the number of K-12 students classified as limited-English-proficient (LEP) increased from 5.3 million to 10 million (Escamilla, 1999b). Although eight languages--Spanish, Vietnamese, Hmong, Cantonese, Cambodian, Korean, Laotian,and Navajo--comprise 85% of linguistic diversity (Escamilla, 1999a), 350 language groups are actually spoken in U.S. school districts (Escamilla, 2000). An influx of immigrant students in any school--large or small, urban, suburban, or rural--challenges everyone involved in education. Many U.S. schools are experiencing a tremendous increase in students who are not proficient in English. In this article, the results of a pilot study by the author illustrate how meeting the needs of these students challenges many areas of a school system. The author suggests a list of best practices and a wealth of Web resources that can help meet this challenge and serve this population of students.
National Association of Secondary School Principals. 1904 Association Drive, Reston, VA 20191-1537. Tel: 800-253-7746; Tel: 703-860-0200; Fax: 703-620-6534; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States