According to recent U.S. Census Bureau (2009) data, more than 20% of residents speak a language other than English. Today, 22.3% of U.S. children in Grades K-12 are Latino, and 21% speak a language other than English at home (National Center for Education Statistics, 2010). In California, nearly half (44.8%) of all children in the K-12 system speak a home language other than English, with 80% of families identifying Spanish as their home language and English spoken with difficulty. About 1.5 million of the 6 million students in California are classified as English learners (ELs), many of whom are not immigrant but U.S. born (California Department of Education, 2011; Hernandez, Denton, & Macartney, 2008). One important consideration in the teaching of these students is that ELs, whether immigrant or first generation born in the United States, often must negotiate dual cultural systems--the home and the school. They may struggle with forming an identity that is inclusive of their U.S. citizenship and their family's national origin. If the students do not find a supportive educational context that understands the pressures of biculturalism, their concerns about immigration policies, and the influence of social class on learning, they may not succeed at par with their abilities. Focused instruction on the role of culture and immigration on student learning can enhance teacher understanding of immigrant and EL student needs.