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National Center for the Study of Writing and Literacy Occasional Paper    

OP 24. Language Minority Education in Great Britain: A Challenge to Current U.S. Policy

By Sarah Warshauer Freedman, Sandra Lee McKay

Summary: McKay and Freedman compare British and U.S. policies for educating language minority students and show how these policies reflect different assumptions about language development and different definitions of equal opportunity. They suggest ways the British decision to place language minority students in "mainstreamed" classrooms, where language specialists work side-by-side with the classroom teacher, challenges the U.S. policy of separate programs for nonnative speakers. January, 1991; 16 pages.

OP 24. Language Minority Education in Great Britain: A Challenge to Current U.S. Policy
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