Educating Language Minority Students and Affirming Their Equal Rights

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.