This volume contains empirical research on issues relevant to
understanding the educational experiences of minority language
students in American public schools. Bringing together some of the
most recent empirical findings regarding the acquisition of
literacy in English as a second language from fields such as
anthropology, special education, cognitive psychology, discourse
analysis and sociolinguistics, it helps readers understand the
difficulties involved in the process of English literacy
acquisition of speakers of other languages and the reasons why some
minorities experience lower levels of academic success.
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