Educating Language Minority Students and Affirming Their Equal Rights: Research and Practical Perspectives

Impact Factor:2.779 | Ranking:6/219 in Education & Educational ResearchSource:2012 Journal Citation Reports® (Thomson Reuters, 2013)
This article describes one researcher’s journey as an experimental psycholinguist through changes in practice and policy in the education of English language learners in the United States from the 1970s to the present day. The development of key debates on issues such as bilingualism, language of instruction, and the inclusion of English language learners in reform movements are described from the perspective of a researcher, and future prospects for work are outlined.

KENJI HAKUTA is the Lee L. Jacks Professor of Education at Stanford University, School of Education, 485 Lasuen Mall, Stanford, CA 94305-3096; hakuta{at}stanford.edu. His current research focuses on instructional, organizational, and systemic factors affecting the learning of language and content by English language learners.

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