Two University of Arizona College of Education faculty members and one graduate student have co-authored two studies finding that English learners in Arizona schools often are segregated and experience discrimination, both of which hamper their academic success.
Released July 8, 2010
TUCSON, Ariz. – English learners in Arizona are prone to face segregation and discrimination and, as a result, have lower levels of self-esteem in public schools, according to a newly released suite of articles.
Two University of Arizona faculty members and a graduate student contributed to a major multi-institutional research project intended to evaluate structured English immersion and the experience of English learners in Arizona.
--continued on University of Arizona news
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