Immigrant Students in Content Area Classrooms

This multiple case study results from an ethnographic immersion in a local public high school, focusing on English language learners (ELLs) in content area classrooms. The primary goals were to 1) explore the language and literacy practices of ELLs within this setting, 2) gain an understanding of the complexity and multiplicity of the learners ' schooling experiences, and 3) discuss implications pertaining to practice and research. Four focal students, each from a different country and each with different home or first languages, are discussed to provide a nuanced perspective of immigrant and refugee students. Importantly, the theoretical framework of "hyphenated reality " and interlanguage contributed to uncovering the ELLs' subterranean layers. The study was informed by qualitative research methodologies, including critical ethnography. Data collection namely included field observations in classrooms, interviews with students and teachers, and student work. Within-case and cross-case analysis was conducted through a general inductive analysis approach. Major findings include the need to view ELLs as theory constructors, who form sophisticated notions regarding second language acquisition and the linguistic features of the English language, given their uniqu