The excerpt that caught my attention refers to the dilemma confronted by mainstream teachers and counselors in their effort to decide where to place immigrant students who have strong academic performance, but low linguistic ability. While some of these instructors want to place these students in high-ability classroom that will challenge them academically, they do not want to overwhelm these students because of the latter's language deficiencies. In other cases, instructors and counselors simply place these students in low-ability classrooms without much consideration (Harklau, "Jumping Tracks," 1994, p. 355).
After reading this excerpt, I felt frustrated with the rigidity of the school system that limits the options that are available to immigrant students who do not fit into the school options. Teacher and counselors who make the decisions about the placement seem to face a choice between nightmares since none of the options are appropriate for the students. I also experienced a sense of concern for these immigrant students because they are denied a genuine opportunity to succeed in the school environment. Even though schools are supposed to prepare students for their future, these compromises do not seem to match the supposed