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== Future ==
While there have been several advancements in both the rights and the strategies and support offered in the United States and Canada for English-language learning students, there is still much work to be done. Despite International students (who often make up the bulk of ELL students in higher education, in addition to immigrants) being sought out as sources of profit and their boosts of collegiate diversity statistics, there are not always additional funding and resources curated to support these students at their respective institutions. With efforts like former U.S. president [[Donald Trump|Donald J. Trump's]] proposed deportation of international students as a result of the COVID-19 pandemic, and the ongoing debate whether to continue to support pathways to citizenship and achievement by the children of undocumented immigrants, such as [[Deferred Action for Childhood Arrivals|DACA]], there are still many hindrances to this group of students occurring today. Adoption of socially-just classroom pedagogies such as those proposed by Asao Inoue, and the re-examination of the privileges inherent in the existence of "[[Academic English|Standard Academic English]]" are current steps towards a trajectory of inclusion and tolerance for these groups of students in both K–12 and higher education.<ref>{{cite book |last1=Inoue |first1=Asao B. |title=Antiracist Writing Assessment Ecologies: Teaching and Assessing Writing for a Socially Just Future |date=2015 |publisher=Parlor Press LLC |isbn=978-1-60235-775-4 |doi=10.37514/PER-B.2015.0698 }}{{pn|date=June 2023}}</ref><ref>[https://www.wallstreet-english.co.il/ Wall Street English]</ref>
== References ==
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