US policy makers and educators have tended to view immigrant languages as a “problem” rather than recognize these languages as “resources.” This video illustrates the theories, procedures, and experiences of participants involved in a foreign language learning project which paired high school tutors with university foreign language students. The project was designed to
- acknowledge the L1 resources of high school immigrant students,
- develop L2 proficiency among university students through providing opportunities to engage in authentic conversation, and
- promote bilingualism among both immigrants and monolingual English speakers.