English-Only Instruction and Immigrant Students in Secondary Schools 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 English-Only Instruction and Immigrant Students in Secondary Schools PDF full book. Access full book title English-Only Instruction and Immigrant Students in Secondary Schools by Lee Gunderson. Download full books in PDF and EPUB format.
Author: Lee Gunderson
Publisher: Routledge
ISBN: 1351568140
Category : Education
Languages : en
Pages : 299
Get Book Here
Book Description
This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students’ lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students’ views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students’ views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
Author: Lee Gunderson
Publisher: Routledge
ISBN: 1351568140
Category : Education
Languages : en
Pages : 299
Get Book Here
Book Description
This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants—their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students’ lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students’ views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students’ views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.
Author: Christian Faltis
Publisher: Prentice Hall
ISBN: 9780131192416
Category : Education, Bilingual
Languages : en
Pages : 0
Get Book Here
Book Description
This practical classroom resource helps teachers address the needs of students with non-parallel schooling, and immigrant English learners who are two or more years below grade level when they enter secondary school. It addresses standards and high stakes testing, arguing that teachers need specialized knowledge to assess English learners in literacy and academic content. This book also features an introduction to the theoretical reasons for the commitments, which are contextualized within historical and political developments within education programs for English learners. It then goes on to show how teachers can use the commitments in practice within real classroom settings for teaching English language arts, science, social studies, and math to English learners. --From publisher's description.
Author: Michael Sadowski
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 144
Get Book Here
Book Description
This book develops successful teaching strategies to enforce equity and help students meet challenging learning objectives. These strategies are vital for aiding immigrant and multilingual students, who make up over 20 percent of students nationwide.
Author: Catherine Minicucci
Publisher:
ISBN:
Category : Education, Bilingual
Languages : en
Pages : 20
Get Book Here
Book Description
Author: Jorge Ruiz-de-Velasco
Publisher:
ISBN:
Category : Children of immigrants
Languages : en
Pages : 116
Get Book Here
Book Description
This report focuses on two subpopulations of immigrant children who pose special challenges to secondary schools. One is immigrant teens who arrive in the U.S. school system with significant gaps in their schooling. Many of these children are not fully literate in their native language, much less in English. The second subpopulation is students from language minority homes who have been in U.S. schools longer, but have yet to master basic language and literacy skills.
Author: Tamara Lucas
Publisher: Delta Publishing
ISBN:
Category : Immigrants
Languages : en
Pages : 324
Get Book Here
Book Description
Besides the difficult personal transitions involved in growth from childhood to adulthood, immigrant adolescents face difficult transitions to school as well, as they move from their native cultures to the U.S. culture, through the structures and gateposts of secondary school, and into higher education and work. This book discusses four specific principles that can be applied by secondary school staff to facilitate these reconceptualizations and promote students' transitions are proposed: (1) cultivating organizational relationships with and among health and social service agencies, community-based organizations, and higher education institutions; (2) providing access to information, about U.S. schools and culture, available resources and support services, workplaces and career preparation, and higher education; (3) cultivating human relationships, between immigrant students and adults, between students, among school staff, and between educators and families; and (4) providing multiple and flexible pathways into U.S. schooling and culture, into the mainstream, and beyond secondary school. With discussion of each of the principles, a list of questions is offered for school staff to ask in establishing practices based on the principle. (Contains 106 references and a list of related or useful organizations and programs.) (MSE)
Author: R. Martin Reardon
Publisher: IAP
ISBN: 1648025374
Category : Education
Languages : en
Pages : 263
Get Book Here
Book Description
The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies. Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that “the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities” (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as “the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]” (p. 1)—programs staffed by well-intentioned individuals who nevertheless may “lack awareness of im/migrant parents’ preferences for what will happen in their children’s ECEC program” (p. 2). To extrapolate from Tobin’s summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, “the first and most profound engagement they have with the culture and language of their new host country” (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.
Author: Christian Faltis
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 200
Get Book Here
Book Description
The number of immigrant and minority students who are entering school with a language other than English is growing and will continue to do so in substantial proportions well into the next millennium. To succeed in school, many of these students will require teachers who have the ability and desire to 1) teach literacy and content in the students' native language, 2) to integrate language and content, 3) make schooling culturally relevant, and 4) take a stance against anti-bilingual forces in society and education. Written by two leaders in the field of bilingual education, this book focuses teachers toward the goal of building school communities. the authors believe bilingual education should be an integral part of school communities that all personnel should be involved in and responsible for. Topics include: the why and what of bilingual education, bilingual educational settings, bilingual education in elementary and secondary school settings, and much more. This book belongs in the hands of every school administrator and teacher looking to incorporate bilingual education into their school.
Author: Noël Merino
Publisher: Greenhaven Publishing LLC
ISBN: 0737776242
Category : Young Adult Nonfiction
Languages : en
Pages : 96
Get Book Here
Book Description
This informative edition explores debates related to bilingual education. It covers the successes and failures of bilingual education. It examines the popularity of dual-language learning programs, and how they can help close the learning gap for immigrant students. It covers some failures of a bilingual education programs. It covers language immersion, and gradual immersion for immigrants.
Author: Lorrie Stoops Verplaetse
Publisher: Routledge
ISBN: 1351563041
Category : Education
Languages : en
Pages : 541
Get Book Here
Book Description
In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system. Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations. A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics. Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform. Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.
