status as well as the self-concept, transmitting culture and shaping reality and behavior. The inability to use one's dominant language results in a restricted ability to engage equally with others (Brunn, 1999).
Language policies and programs determine the types of education that can be received by the foreign student, as well as their levels of achievement. The inability to use the dominant language limits instruction and access to academic knowledge. Therefore language is considered a resource. For students to come together socially and academically, they need a common, unifying factor, found in language. Studies show that students are failing when enrolled in classrooms where they are unable to understand the language. Opportunities for these students to make the usual academic strides are lacking as are the opportunities to learn about fellow students. Alternatively, classrooms in which more than one language was spoken, to accommodate the fo
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