Lessons from Jeniffer: Addressing Common Assumptions Regarding “Former” English-Language Learners

This article draws attention to the ever-increasing population of middle level students who come from bilingual education programs and find themselves in our classrooms still learning to use English for academic purposes without the benefit of ESL or primary language supports. Authors Cuero and Dworin advocate for curriculum and teaching that values bilingualism and biliteracy development for students, and for programs whose goals and structures support those ends. They offer ways that teachers may better acknowledge the complexities of educating bilingual students and their specific needs, both in and out of school.