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Direct linkRay, Juliet M. – Teaching and Teacher Education: An International Journal of Research and Studies, 2008
While there is evidence that the dual language model has the potential to raise the academic achievement of English language learners (ELLs), the policies mandated through the No Child Left Behind Act do not support maintenance of the student's heritage language which is an integral part of the model. Using symbolic interactionism as a framework,…
Descriptors: Federal Legislation, Second Language Learning, Educational Policy, English (Second Language)
