More Than Empty Footprints in the Sand:

Should children of undocumented workers be educated in U.S. schools? Some states have attempted to do away with bilingual and English as a Second Language (ESL) programs, which, as Eva Midobuche points out in this article, are naked attempts to marginalize children who are already at risk in our system. These public attempts divide the teaching profession and fuel anti-immigrant sentiment among teachers. The author’s perspective is shaped by both her personal experience as a teacher and as someone who grew up along the U.S.-Mexico border. She argues for educational opportunity for all children. (pp. 529–535)