A Case Study of English-speaking Native-born German Public School Educators' Experiences with Refugee and Immigrant Students PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Case Study of English-speaking Native-born German Public School Educators' Experiences with Refugee and Immigrant Students PDF full book. Access full book title A Case Study of English-speaking Native-born German Public School Educators' Experiences with Refugee and Immigrant Students by Victor Snow. Download full books in PDF and EPUB format.
Author: Victor Snow
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 165
Get Book Here
Book Description
Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case study investigated experiences of English-speaking native-born German educators in Germany's public primary schools when responding to refugee and immigrant students. Experiences when responding means how educators interact with immigrant students in school settings and perceive their own preparation and abilities to create desired outcomes using culturally relevant pedagogy (CRP). Bandura's (1977) social cognitive theory explains how teachers use their experiences to identify problems, and then seek instruction or learn on their own to better implement CRP, based on what they perceive is relevant. The central research question asked what are the experiences of English-speaking native-born German educators' in Germany's public primary schools when responding to refugee and immigrant students. German educators were studied at Grundschulen, public schools for grades 1 through 4, and one Gesamtschule for grade 5, in the German states of Baden-Württemberg, Bavaria, and Hessen. Data came from 13 educators via focus groups, in-depth interviews, and direct observations made at the school. Data analysis used a holistic approach to evaluate the background conditions and describe the case, reading and memoing provided ideas and themes, and open coding assisted in the categorical aggregation to organize themes. The study found that English-speaking native-born German educators' in Germany's public schools (a) value immigrant and refugee students, (b) do not often have or rely upon multicultural training, (c) use specific teaching methods for immigrant and refugee students, (d) experience many issues with immigrant and refugee students' parents, (e) balance open-mindedness with clear expectations for integration.
Author: Victor Snow
Publisher:
ISBN:
Category : Education, Primary
Languages : en
Pages : 165
Get Book Here
Book Description
Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case study investigated experiences of English-speaking native-born German educators in Germany's public primary schools when responding to refugee and immigrant students. Experiences when responding means how educators interact with immigrant students in school settings and perceive their own preparation and abilities to create desired outcomes using culturally relevant pedagogy (CRP). Bandura's (1977) social cognitive theory explains how teachers use their experiences to identify problems, and then seek instruction or learn on their own to better implement CRP, based on what they perceive is relevant. The central research question asked what are the experiences of English-speaking native-born German educators' in Germany's public primary schools when responding to refugee and immigrant students. German educators were studied at Grundschulen, public schools for grades 1 through 4, and one Gesamtschule for grade 5, in the German states of Baden-Württemberg, Bavaria, and Hessen. Data came from 13 educators via focus groups, in-depth interviews, and direct observations made at the school. Data analysis used a holistic approach to evaluate the background conditions and describe the case, reading and memoing provided ideas and themes, and open coding assisted in the categorical aggregation to organize themes. The study found that English-speaking native-born German educators' in Germany's public schools (a) value immigrant and refugee students, (b) do not often have or rely upon multicultural training, (c) use specific teaching methods for immigrant and refugee students, (d) experience many issues with immigrant and refugee students' parents, (e) balance open-mindedness with clear expectations for integration.
Author: Donald F. Hones
Publisher: Routledge
ISBN: 1135653968
Category : Art
Languages : en
Pages : 212
Get Book Here
Book Description
This book presents the struggle for dialogue and understanding between teachers and refugee and immigrant families, in their own words. Forging a stronger connection between teachers, newcomers, and their families is one of the greatest challenges facing schools in the United States. Teachers need to become familiar with the political, economic, and sociocultural contexts of these newcomers' lives, and the role of the U.S. in influencing these contexts in positive and negative ways. The important contribution of American Dreams, Global Visions is to bring together global issues of international politics and economics and their effects on migration and refugee situations, national issues of language and social policy, and local issues of education and finding ways to live together in an increasingly diverse society. Narratives of four immigrant families in the United States (Hmong, Mexican, Assyrian/Kurdish, Kosovar) and the teacher-researchers who are coming to know them form the heart of this work. The narratives are interwoven with data from the research and critical analysis of how the narratives reflect and embody local, national, and global contexts of power. The themes that are developed set the stage for critical dialogues about culture, language, history, and power. Central to the book is a rationale and methodology for teachers to conduct dialogic research with refugees and immigrants--research encompassing methods as once ethnographic, participatory, and narrative--which seeks to engage researchers and participants in dialogues that shed light on economic, political, social, and cultural relationships; to represent these relationships in texts; and to extend these dialogues to promote broader understanding and social justice in schools and communities. American Dreams, Global Visions will interest teachers, social workers, and others who work with immigrants and refugees; researchers, professionals, and students across the fields of education, language and culture, ethnic studies, American studies, and anthropology; and members of the general public interested in learning more about America's most recent newcomers. It is particularly appropriate for courses in foundations of education, multicultural education, comparative education, language and culture, and qualitative research.
Author: Shawna Shapiro
Publisher: Multilingual Matters
ISBN: 1783099992
Category : Social Science
Languages : en
Pages : 275
Get Book Here
Book Description
This collection of empirical work offers an in-depth exploration of key issues in the education of adolescents and adults with refugee backgrounds residing in North America, Australia and Europe. These studies foreground student goals, experiences and voices, and reflect a high degree of awareness of the assets that refugee-background students bring to schools and broader society. Chapters are clustered according to the two themes of Language and Literacy, and Access and Equity. Each chapter includes a discussion of context, researcher positionality and implications for educators, policy-makers and scholars.
Author: Florence E. McCarthy
Publisher: IAP
ISBN: 1617358428
Category : Education
Languages : en
Pages : 258
Get Book Here
Book Description
The focus of this book is on educational equity issues affecting immigrants and refugees around the world. Chapters highlight educational approaches that build from experiential knowledge, draw upon multiple languages, consider group identity, grapple with the complexities of inclusion, address family concerns, promote parental involvement, involve liaison with community agencies, and view cultural differences as educational strengths. While the book does not shy away from exploring the more challenging aspects of the refugee and immigrant experience, it avoids dwelling on victimology and rejects applying a deficit framework. Rather it offers hope, emphasizing the potential strengths of refugees, including their cultural capital and survival skills. The authors also make cogent suggestions for structural, pedagogical, and conceptual reform, with targets ranging from individual teachers to educational systems to social, economic, political, and cultural contexts.
Author: Elizabeth Quintero
Publisher: BRILL
ISBN: 9087902972
Category : Education
Languages : en
Pages : 137
Get Book Here
Book Description
Wisdom and activism come to us sometimes in the smallest and most unexpected ways through soft, previously silenced, yet passionate voices. Critical theory, critical literacy, and related approaches to learning about the world and many forms of knowledge can be a potentially effective way to address complexities of our changing world society.
Author: Ruth McKoy Lowery
Publisher: Rowman & Littlefield
ISBN: 1475847432
Category : Education
Languages : en
Pages : 155
Get Book Here
Book Description
This book presents the experiences of immigrant children and their families in the US. We use the lens of Culturally Responsive Teaching (CRT), a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994). Teachers become culturally relevant when they intentionally acknowledge and incorporate the experiences of all their students. They ensure that all students feel welcomed in their classrooms, regardless of their cultural, racial or ethnic backgrounds. The ongoing negative debates surrounding immigrant populations, center on minority immigrants. We believe that all immigrant students can succeed in the US education system if given the most appropriate experiences to support their learning. We advocate for employing a culturally responsive stance to achieve this. To that end, this book shares diverse experiences from different minoritized immigrant groups, in the hope that these stories illuminate the importance of acknowledging and celebrating all students and their experiences in the school, home and community.
Author: Laurie Olsen
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 304
Get Book Here
Book Description
Explores the experiences and challenges faced by immigrant students as they are slowly assimilated into American culture.
Author: Jeffra Flaitz
Publisher: University of Michigan Press ELT
ISBN:
Category : Education
Languages : en
Pages : 328
Get Book Here
Book Description
Understanding Your Refugee and Immigrant Students is an excellent resource for educators who work with refugees and immigrants. This well-researched volume-including interviews with students from the profiled countries-provides a wealth of information about the specific schooling traditions, practices, circumstances, and expectations that follow these individuals to their new homes in North America and influence their learning experience. The author has focused her research on 18 countries that contribute a majority of refugees and immigrants to the United States: Afghanistan, Bosnia-Herzegovina, Croatia, the Dominican Republic, Ecuador, El Salvador, Ethiopia, Guatemala, Honduras, India, Iran, Laos, Liberia, Peru, Somalia, Sudan, and the Ukraine. Each country profile features: statistics about the country, a historical synopsis, an overview of the county's official education policy, cultural perspectives, and a problem-solution section containing classroom strategies. The linguistic systems of the languages featured are also included for teacher reference. Also included is information about teacher-student relationships, discipline and class management, and appropriate non-verbal communication. This volume provides invaluable insight into refugee and immigrant students' cultural and educational backgrounds and gives instructors the tools to translate this information into effective classroom strategies.
Author: Mary Ellen Oslick
Publisher: Rowman & Littlefield
ISBN: 1475847602
Category : Social Science
Languages : en
Pages : 158
Get Book Here
Book Description
Using the lens of Culturally Responsive Teaching (CRT) a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning (Ladson-Billings, 1994), this book presents empirical studies and personal stories, examples across immigrant and refugee experiences including African, Asian and Latin immigrants. The chapters focus on the educational wellbeing of immigrant children and their families, and on bringing the home, school and community together as a united force to meet their needs.
Author: Wayne E. Wright
Publisher: John Wiley & Sons
ISBN: 1119005493
Category : Language Arts & Disciplines
Languages : en
Pages : 688
Get Book Here
Book Description
The Handbook of Bilingual and Multilingual Education presents the first comprehensive international reference work of the latest policies, practices, and theories related to the dynamic interdisciplinary field of bilingual and multilingual education. Represents the first comprehensive reference work that covers bilingual, multilingual, and multicultural educational policies and practices around the world Features contributions from 78 established and emerging international scholars Offers extensive coverage in sixteen chapters of language and education issues in specific and diverse regional/geographic contexts, including South Africa, Mexico, Latvia, Cambodia, Japan, and Texas Covers pedagogical issues such as language assessment as well as offering evolving perspectives on the needs of specific learner populations, such as ELLs, learners with language impairments, and bilingual education outside of the classroom
