Language Development Among Immigrant Students from the Perspectives of Two Different Assimilated Instructors

Abstract

The authors present two experiences of assimilation, “melting-pot” and “salad-bowl” processes, their connections to the WASP framework of skin color, language, and religion, and their influences in the classroom. They focus on how fluency in the English language is the dominant assimilation factor for immigrant students and share their experiences of dealing with the issue of language in the classroom to assist immigrant students to become assimilated.