This brief delves into the Internationals model for teaching English learners (ELs). Unlike other approaches to teaching ELs, the Internationals are 4-year high schools exclusively for immigrant students. The authors present snapshots of three schools that implement this model to illustrate the commonalities and differences across schools. This qualitative study uses classroom observations, interviews, and reviews of materials to profile the curriculum, instructional practices, and assessments employed in each school.
Program Design and Implementation