By Fred Gamble
According to Pellino (2012, para. 1), “Students with English as a second language (ESL) constitute a significant percentage of the population of our nation’s schools. This population continues to increase more rapidly than that of native English-speaking students. The language minority population has a high drop-out rate. These students are also among the lowest ranking in academic achievement and expectations. They represent an at-risk population faced with a wide range of challenges.”
This article describes the world of an ESOL student, “Ana”, a ten-year . . .
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