|Editor||Ross, A. (ed) Citizenship Education in Society|
This paper refers to the worldwide lack of inclusion of immigrant children in schools, and the detrimental effect of this on citizenship development. Few schools provide opportunities for social and linguistic participation between migrant children who are New Language Learners and their mainstream peers. This paper focuses on three dyads of school students (aged 12 and 14) who interact in an dual language program. We show how immigrant children who are English Learners negotiate meaning with mainstream peers who are Spanish Learners. The paper shows how these linguistically, socially, and culturally different peers authentically learn language and how the experience empowers them to engage in leadership roles as language experts in an alternative dual language program.