ABSTRACT This article examines immigrant students’ stories through the documentation of their testimonios. Given the high number of immigrant students in public schools, it is imperative for teachers and teacher educators to have an idea of their perspectives, experiences, and identities. In educational settings, testimonios have the ability to unsettle power dynamics and position students as knowers. This exploration answers questions Lin Goodwin posed seventeen years ago and felt the need to engage again in 2017. Some of those questions are “What, if anything, is different in terms of who is in the classroom now? Are teachers any more prepared to work with immigrant children? Immigration and immigrants are indelibly woven into the fabric of American history, so any discussion about the education of immigrant children is embedded in an ongoing socio-historical conversation. This article explores the stories of a small group of immigrant students attending high schools in Long Island, a New York suburb that receives large numbers of Central American immigrant youth. Adequately understanding and attending to the unique realities of students with diverse backgrounds is a significant duty, yet a necessary one in order to serve students properly.

中文翻译：

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不仅仅是英语学习者：移民高中生的见证

摘要 本文通过记录移民学生的证词来研究他们的故事。鉴于公立学校的移民学生人数众多，教师和教师教育工作者必须了解他们的观点、经历和身份。在教育环境中，推荐有能力扰乱权力动态并将学生定位为知识分子。这次探索回答了林古德温 17 年前提出的问题，并觉得有必要在 2017 年再次参与。其中一些问题是“现在谁在教室里有什么不同？如果有的话？教师是否更愿意与移民儿童一起工作？移民和移民不可磨灭地融入了美国历史的结构中，因此，任何有关移民儿童教育的讨论都嵌入在正在进行的社会历史对话中。本文探讨了在纽约郊区长岛上高中的一小群移民学生的故事，长岛是接收大量中美洲移民青年的纽约郊区。充分理解和关注具有不同背景的学生的独特现实是一项重要的职责，也是为学生提供适当服务的必要职责。