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High-stakes plumbing in the twenty-first century: Fixing the cracks in the academic pipeline for undocumented English Language Learners
in Learning and Teaching
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Holly Hansen-Thomas
Holly Hansen-Thomas
Texas Woman's Universityhhansenthomas@twu.edu
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Ludovic A. Sourdot
Ludovic A. Sourdot
Texas Woman's UniversityLsourdot@twu.edu
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This article examines the severe educational crisis in the United States regarding the ability of institutions of higher education to recruit, retain and appropriately serve Latin@ English Language Learners (ELLs). In particular, it highlights the plight of undocumented ELLs who attend U.S. high schools and universities, but cannot work upon leaving higher education. This case study aims to describe the story, challenges and successes of one undocumented college graduate. In this study the authors show how cracks in the academic pipeline negatively affect Latin@ ELLs. This article offers specific recommendations to mend these cracks and improve the education opportunities of immigrant ELLs.