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Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners最新文献

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Recognizing the Realities and Needs of Unaccompanied Minors in the All-English Classroom 认识全英语课堂中无人陪伴未成年人的现实与需求
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH007
Rebecca E. Linares
{"title":"Recognizing the Realities and Needs of Unaccompanied Minors in the All-English Classroom","authors":"Rebecca E. Linares","doi":"10.4018/978-1-5225-8283-0.CH007","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH007","url":null,"abstract":"This chapter provides key information about a growing population of English language learners (ELLs) in United States classrooms: unaccompanied minors from the Northern Triangle nations of Central America. Part one provides contextual information about unaccompanied minors, including a description of the immigration process that channels children from detention facilities along the U.S.-Mexico border to communities—and classrooms—across the country. Part two draws on empirical data gathered through an ethnographic case study conducted across the 2015–2016 school year and focuses on one pedagogical practice, dialogue journaling, in a classroom serving unaccompanied minors with limited and interrupted formal schooling. Part three provides a list of resources for exploring the topic further including materials that provide a deeper understanding of the sociopolitical contexts in which children cross borders as well as practice-oriented materials teachers can use to create welcoming classroom spaces in which they provide culturally relevant, linguistically accessible instruction.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129413171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners 为英语学习者打造丰富的语言发展、深度学习、快乐课堂
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH014
Martha I. Martinez, Anya Hurwitz, Jennifer Analla, Laurie Olsen, Joanna Meadvin
{"title":"Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners","authors":"Martha I. Martinez, Anya Hurwitz, Jennifer Analla, Laurie Olsen, Joanna Meadvin","doi":"10.4018/978-1-5225-8283-0.CH014","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH014","url":null,"abstract":"Although there is general consensus among educators of English learners (ELs) regarding the need for contextualized language development, it is not widely implemented. This chapter explains the theory behind this shift in teaching English language development and for teaching ELs in general. The chapter also discusses the kind of professional development teachers need to make this shift, and the importance of meaningful engagement of families in their children's learning. The chapter situates this discussion within the Sobrato Early Academic Language (SEAL) model's work with schools across California. SEAL is a PK–Grade 3 comprehensive reform focused on the needs of English learners, and is designed to create a language-rich, joyful, and rigorous education. California is an important context given the state's large EL population and recent favorable shifts in educational policy, which provide a unique opportunity for laying a foundation for improved practices and outcomes for numerous English learners.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127470680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Working With Immigrant Children in Schools 在学校与移民儿童一起工作
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH012
Emmanuel Adjei-Boateng, J. E. Cobbinah
{"title":"Working With Immigrant Children in Schools","authors":"Emmanuel Adjei-Boateng, J. E. Cobbinah","doi":"10.4018/978-1-5225-8283-0.CH012","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH012","url":null,"abstract":"Before one gets into a classroom to teach, he or she needs to have acquired some basic teaching skills. Teaching in a conventional classroom seem simple, although may sometimes be difficult. However, teaching children from diverse backgrounds can be challenging. No matter the number of years of experience a teacher may have, teaching immigrant children with limited language skills and in some cases weak foundation in formal education is a challenging task. This chapter critically examines immigrant children and their education, some of the challenges that hamper their learning, and some practical skills that teachers will need to effectively teach them. Teachers need to understand the complexity and diversity of children under their care, appreciate the circumstances in which immigrant children live, make the necessary efforts to retrain or acquire some additional skills to enable them to become competent to effectively support learning of the increasing immigrant children population that continue to flood their classrooms.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130305596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse 《残疾人教育促进法》与倡导跨文化、跨语言学生教育初探
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH003
Reid Taylor, C. Fleres
{"title":"A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse","authors":"Reid Taylor, C. Fleres","doi":"10.4018/978-1-5225-8283-0.CH003","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH003","url":null,"abstract":"Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"175 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128207702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom 韩国语双语教师与韩国语双语学生在韩国传统课堂中的语言运用
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH015
Chaehyun Lee
{"title":"The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom","authors":"Chaehyun Lee","doi":"10.4018/978-1-5225-8283-0.CH015","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH015","url":null,"abstract":"Many Korean parents in the U.S. send their children to heritage Korean language schools so that they maintain and further develop Korean as they acquire English. It is, thus, worthwhile to investigate how a Korean teacher and Korean students (as emergent bilinguals) used Korean and English in a Korean heritage classroom. The chapter addresses two research questions: (1) How did the teacher use Korean and English to make her instruction comprehensible during discussions about multicultural children's literature? (2) To what extent were there differences in the two groups of students' (Korean-American and Korean immigrant) use of translanguaging in their oral responses? The findings show that the teacher uses both Korean and English to make her instruction comprehensible and to facilitate her students' participation in class discussions. The findings further reveal differences in the two groups of students' use of language in their oral responses to multicultural texts.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115839122","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families 准备教师有效地与年轻的英语学习者和移民家庭接触
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH002
K. Howlett, H. Young
{"title":"Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families","authors":"K. Howlett, H. Young","doi":"10.4018/978-1-5225-8283-0.CH002","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH002","url":null,"abstract":"The purpose of this chapter is to examine the current empirical studies of the socio-emotional development of young English language learners (ELLs), effective educational strategies for preservice teachers, and practices of immigrant family engagement in order to inform educator preparation providers (EPPs).","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121435632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Humanizing and Linguistically Responsive Pedagogy 人性化与语言响应教学法
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH017
K. Magill
{"title":"Humanizing and Linguistically Responsive Pedagogy","authors":"K. Magill","doi":"10.4018/978-1-5225-8283-0.CH017","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH017","url":null,"abstract":"This chapter examines the work of successful, self-identifying critical social studies teachers who demonstrated (or a desire to adopt) a humanizing pedagogy and linguistically responsive practice in support of their mainstream English language learning (ELL) students. The author proceeds by outlining some of the challenges ELLs face, some of the linguistic theories in their support, and how social studies disciplinary skills (inquiry and dialogue) can exist as a part of linguistically supportive social studies pedagogy. The teachers in this critical case study successfully incorporated supportive disciplinary, linguistically, and culturally responsive pedagogical approaches to social studies teaching. However, because the teachers had little linguistic training, the author argues they could have benefited from formally incorporating supportive language practices in their everyday pedagogies.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130952352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Educating Refugees 教育的难民
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH020
P. Wambua
{"title":"Educating Refugees","authors":"P. Wambua","doi":"10.4018/978-1-5225-8283-0.CH020","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH020","url":null,"abstract":"Unlike other migrants, refugees face unique challenges that prevent them from realizing their full potential in schools. Therefore, integrating refugees in the host country requires strong support mechanisms some of which are provided non-profit organizations. Refugee support initiatives may provide educational reinforcement and valuable support to help refugees foster positive education outcomes. This chapter examined how programs offered by non-profit organizations that support refugees in one of the Midwestern states in the U.S. reduce barriers to refugee students' high education outcomes. The results indicate that, through collaboration, non-profit organizations provide a wide range of refugee support services such as enrolling kids in school, support to students with disabilities, and a variety of after-school and summer programs. These services help refugee students, manage their traumatic experiences, integrate into schools, to be self-sufficient, and provide a safe learning space thereby cushioning them against barriers that limit their success in school.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122379390","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Resource vs. Deficit Views About English Language Learners in Classroom Practice 英语学习者课堂实践中的资源与缺陷观
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH005
Heeok Jeong
{"title":"Resource vs. Deficit Views About English Language Learners in Classroom Practice","authors":"Heeok Jeong","doi":"10.4018/978-1-5225-8283-0.CH005","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH005","url":null,"abstract":"Grounded in a critical sociocultural perspective, this ethnographic case study explores two ELL teachers' views about ELLs and their classroom practices over one academic year using linguistically oriented critical discourse analysis methods. Findings indicate that one female teacher with resource views about ELLs, who focused on what ELLs have and can do in her utterances, demonstrated shared production of knowledge in the classroom. However, another female teacher with deficit views about ELLs, who emphasized what ELLs do not have and cannot do in her utterances, enunciated and embodied teacher-scripted classroom practices. The findings illuminate how critical it is for educators to have resource perspectives toward ELLs. Resource perspectives cause teachers to recognize and use in their instruction the linguistic and cultural resources that ELLs bring to the classroom and thus foster the positive identity construction and academic achievement of ELLs.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126721710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Transcending the Challenge at the Library 超越图书馆的挑战
Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI: 10.4018/978-1-5225-8283-0.CH010
Denise Dávila, Yunying Xu
{"title":"Transcending the Challenge at the Library","authors":"Denise Dávila, Yunying Xu","doi":"10.4018/978-1-5225-8283-0.CH010","DOIUrl":"https://doi.org/10.4018/978-1-5225-8283-0.CH010","url":null,"abstract":"One of the greatest challenges immigrant families face in local communities is the harmful quality of mainstream deficit perspectives about immigration. This chapter focuses on a group of Latinx immigrant families' first experiences with local public libraries' education services within the New Latino Diaspora of the U.S. Southeast, which has been the migratory destination of many immigrant families in the last two decades. It discusses a study that interrogates the efficacy of two acclaimed literacy development programs, Every Child Ready to Read and Prime Time Preschool. These programs were facilitated by public libraries in the state of Georgia and attended by Latinx immigrant families with young children. The study findings illustrate how the families' engagement in the programs disrupted injurious social narratives that privilege whiteness and inhibit the recognition of Latinx immigrants as members of local U.S. communities and mainstream American society.","PeriodicalId":447187,"journal":{"name":"Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125244385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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