Meeting the Needs of Students with Limited or Interrupted Schooling

A Guide for Educators
Andrea DeCapua, William Smathers, and Lixing Frank Tang


Today's public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators.

This handbook is a welcome new resource for secondary teachers and administrators working in areas with burgeoning immigrant populations, as well as ESL instructors and researchers. The book addresses some of the many issues facing the subpopulation of English language learners who have limited or interrupted formal schooling, helping dedicated teachers and administrators to meet this subpopulation's highly specific literacy development and content-area knowledge needs.

Meeting the Needs of Students with Limited or Interrupted Schooling is grounded in research but goes beyond it to offer practical guidance on fostering the success of students from limited or interrupted schooling backgrounds by providing student case studies, model programs and classes, and helpful teaching techniques and tips.

Andrea DeCapua is a researcher and teacher educator.  She is the author of Students with Limited or Interrupted Formal Schooling (2009, with Will Smathers & Frank Tang); Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers (2008), and Crossing Cultures in the Language Classroom (2004, with Ann Wintergerst).  She is currently Assistant Professor of Multilingual Multicultural Education in the Graduate School of Education, The College of New Rochelle, New York, and an educational consultant in multicultural education and second language learning.

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Copyright © 2009, University of Michigan. All rights reserved.

Product Details

  • 7 x 10.
  • 128pp.
Available for sale worldwide

  • Paper
  • 2009
  • Available
  • 978-0-472-03351-5

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  • $27.95 U.S.



  • SLIFE, SIFE, academic language, standards-based learning, classroom management, K-12 instruction, secondary education, program administration, refugees, immigrants, students with limited or interrupted formal education, English as a second language, post-adolescent second language acquisition, culture shock, after-school programs, graphic organizers, cooperative learning, literacy skills, newcomers, students with inadequate formal education, language proficiency, educating the whole child