ABSTRACT
Students in the U.S. who are in the lengthy process of acquiring English as an additional language are frequently found in mainstream Englishmedium classes alongside native speakers (O’Malley & Waggoner, 1984; Penfield, 1987). In some cases, students or their families may refuse special help because of a perceived remedial stigma, or students slip through
screening systems set up by school districts to identify students who need special language instruction. More typically, however, schools do not have funding or administrative support to offer more than 2 or 3 years of special instruction to learners of the school language.
