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From http://languagemagazine.com/?page_id=122708

Research that explores the relationship between school-district infrastructure in new-immigrant destinations and the marginalization of English-language learners (ELLs) in those districts shows that in many schools, the teaching of English as a second language (ESL) and the teaching of academic subjects are separated and disconnected, which can cause ELLs to fall behind academically.

"Organizing Language Instruction in New Immigrant Destinations: Structural Marginalization and Integration" was presented at the Segregation, Immigration, and Educational Inequality Conference in Ghent, Belgium, by Megan Hopkins of Pennsylvania State University and Rebecca Lowenhaupt of Boston College.

"This does not represent current thinking in the field," said Hopkins. "While a separate ESL instructional block can be beneficial, ELL educators also advocate for content-based language learning that requires all teachers to have training related to ELL instruction, and that necessitates meaningful, ongoing collaboration between ESL and general-education teachers."

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