Beyond Language: The Many Dimensions of an ESL Program

Abstract

This ethnographic study investigated one English‐as‐a‐second‐language (ESL) program for elementary students with as many as 20 native languages represented. The article outlines different dimensions of this language program that are conducive to language‐minority students learning how to succeed in schools. Segments of conversations and narrative vignettes collected during a year‐long ethnographic study illustrate the pedagogical assumptions, instructional goals, and organizational arrangements of this ESL program.

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