dents are typically assigned to remedial programs or pull-out services where they do not have access to grade-level curricula, thus effectively undermining their learning and development (Thomas and Collier 23).
For traditional educators who teach students from minority backgrounds who speak a different first language, the students' bilingualism is considered to be a deficit. The only way for these students to achieve literacy which equates with proficiency in English is to immerse them completely in English. It is believed that through long-term exposure to English through drills and rote learning, as well as interaction with their native-speaking peers, students from minority backgrounds will be able to overcome their language difficulties. Therefore, to these traditional educators, bilingual education that enables minority students to learn academic subjects in their native language with a gradual transition to English will undermine their ability to speak English proficiently and their future in the workplace (Rothstein 672).
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