ABSTRACT

This chapter considers the issue of children’s rights to their own languages with respect to school-aged English language learners (ELLs). A central issue to be addressed is that of equitable education for ELLs in grade-level classes in which several different first languages are represented and the medium of instruction is English. I begin the chapter by describing what has been considered to be key for the education of ELLs and proceed to discuss some problematic issues identified in the literature. I then provide an example of one middle school teacher who has attempted to create a supportive community for ELLs in her grade seven social studies class. I conclude the chapter by considering implications of this example for practice.