This timely and incisive book examines the ways in which English language proficiencies develop in newly arrived immigrant students. Beginning by describing the challenges faced by children who currently attend segregated schools in many parts of the country, the authors offer a detailed account of the developing English language proficiencies of K3 children from one after-school intervention program. Using the experiences of these children as a lens, the authors debunk commonly held views of young children as rapid and effortless learners of new languages.