This work investigates the diverse pedagogical and policy frameworks utilized by twelve different nations to integrate immigrant children into their respective educational systems. Charles L. Glenn and Ester J. De Jong, both established scholars in the field of educational policy and language acquisition, synthesize comparative data to examine how national identity, language requirements, and social integration goals shape classroom practice. The authors argue that there is no singular model for success, but rather a spectrum of approaches ranging from assimilationist policies to pluralistic support structures.

Experts in comparative education identify this text as a foundational resource for understanding the global landscape of immigrant schooling. Readers frequently note the academic density of the prose, which provides a rigorous framework for policymakers and researchers alike.