I run into this all the time.  A lot of it has to do with misunderstanding the school system.  My students have graduated "la secundaria" which looks an awful like Secondary (High) school but actually means middle school.  So the public schools won't let them in but they need English.  Personally, I haven't had any trouble with them in the adult classes, except occasionally leaving some of the older students in the dust with how fast the retain vocabulary.  I alway ask if they have TRIED to get into the high school first.  I really feel that's where they need to be, but if they can't get in and they want to learn, I'm going to let them.  Our program is mainly self-paced and self-directed, so perhaps that's why we haven't encountered to many problems with them being at a different developmental level from the adults.  Besides, many of them have adult responsibilities - taking care of siblings, being the bread winner, etc.  I think they add something to our learning community.
   
  Glenda L. Rose
  Director, English Now
  www.english-now.us 

Mary Ann Florez <MFlorez at arlington.k12.va.us> wrote:
  I think it's interesting to consider that many of these students may legitimately be caught between adolescence and adulthood. I have encountered students in the past who are 16 or 17 and have produced documentation that shows that they have completed high school in their countries. They are here, working with adults, as adults, perhaps living with cousins or friends and paying rent, bills, etc. Some even have children already. When they come into our classes, much of what we teach--language and content--seems relevant to them. But developmentally, contextually, they are out of sync. They aren't at the same place that our adult learners are. Does anyone have any suggestions of how they work to mediate that?

Thanks!

MaryAnn Florez
Arlington, VA

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