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A snapshot of ESL students' integration patterns

Margaret Early
1989 The TESL Canada Journal  
This study investigates the progress and achievement of a sample of forty ESL students in a large urban school district in Western Canada. The data for the study was gathered from official school records over a four-year period, personal files of the teachers and anecdotal reports from school personnel. The findings are summarized and statements concerning the implications for existing policy and provisions for ESL programmes are made.
doi:10.18806/tesl.v7i1.559 fatcat:d26h3lbpjndgxd445shvcu35jm