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Cross-Cultural Considerations in the Education of Young Immigrant Learners

Book Description

As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account. Cross-Cultural Considerations in the Education of Young Immigrant Learners explores some of the contemporary research on young immigrant learners in the United States, reflecting on their particular struggles in language learning, cultural integration, and other curricular and extra-curricular activities. This book will be most useful to teachers, administrators, researchers, and professionals within the public education sector who are looking for enhanced methodologies in the instruction of their multinational students.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
  5. Editorial Advisory Board
  6. Foreword
  7. Preface
  8. Acknowledgment
  9. Chapter 1: Scaffolding to Support English Language Learners in a Kindergarten Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. FRAMEWORK
    5. METHOD
    6. RESULTS
    7. INTERACTIONAL SCAFFOLDING
    8. FUTURE RESEARCH DIRECTIONS AND CONCLUSION
  10. Chapter 2: Innovative Ideas for Tutoring and Mentoring Young English Learners
    1. ABSTRACT
    2. LOOKING FOR HELP: SUPPORTING ENGLISH LEARNERS
    3. CLIMBING THE EDUCATIONAL LADDER: A POPULATION IN NEED OF HELP
    4. HIGH SCHOL GRADUATION: HELPING EVERYONE
    5. COMMUNITY PARTNERSHIPS: HELPING EACH OTHER
    6. SUNDAY SCHOLARS: HELP FOR ENGLISH LEARNERS
    7. LOOKING TO HELP AT HOME: BRINGING STAKEHOLDERS TOGETHER
    8. WHEN, WHERE AND HOW TO HELP: LOGISTICAL ISSUES
    9. HOW DO YOU KNOW THEY’LL WANT TO HELP? VOLUNTEER ATTENDANCE
    10. MAKING THE SESSIONS PRODUCTIVE: HELPING TEACHERS AND PARENTS
    11. SPREADING THE WORD AND KEEPING RECORDS: SO OTHERS CAN HELP TOO
    12. CELEBRATING EACH OTHER: WE CAN’T HELP IT
    13. WHO IS GOING TO HELP? WHAT ABOUT THE MONEY?
    14. VISUALIZING THE LADDER: SUNDAY SCHOLARS HELPED EVERYONE
    15. CONCLUSION
  11. Chapter 3: The Effect of New Environments on Children’s Language Ability
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CASE STUDIES
    5. CONCLUSION
  12. Chapter 4: Using Literacy Response Activities with Early Childhood English Language Learners and Immigrant Students
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. READER RESPONSE THEORY
    5. GUIDELINES FOR USING READER RESPONSE WITH ENGLISH LANGUAGE LEARNERS AND IMMIGRANT STUDENTS
    6. RECOMMENDATIONS
    7. CONCLUSION
  13. Chapter 5: Building on What They Bring
    1. ABSTRACT
    2. INTRODUCTION
    3. ISSUES, OPPORTUNITIES AND APPROACHES
    4. FINAL THOUGHTS
  14. Chapter 6: Supporting Emergent Bilinguals through Linguistically Appropriate Instruction
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. LINGUISTICALLY APPROPRIATE INSTRUCTION
    5. CONCLUSION
  15. Chapter 7: Mathematics Acquisition and Immigrant Children
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKROUND
    4. STRENGTHS OF IMMIGRANT FAMILIES
    5. TEACHERS' MATHEMATICAL KNOWLEDGE
    6. A DEVELOPMENTALLY APPROPRIATE MATHEMATICS ENVIRONMENT
    7. CONCLUSION
  16. Chapter 8: Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. PROBLEMS
    5. METHODS
    6. RESULTS
    7. EFFECTIVE PEDAGOGICAL STRATEGIES FOR MEETING THE ACADEMIC LITERACY NEEDS OF YOUNG IMMIGRANT LEARNERS
    8. DISCUSSION AND PEDAGOGICAL IMPLICATIONS
    9. CONCLUSION
  17. Chapter 9: “I’m Not from the Dominant Culture!”
    1. ABSTRACT
    2. INTRODUCTION
    3. THEORETICAL FOUNDATION
    4. ENGLISH-ONLY PROGRAMS AND ENGLISH LANGUAGE ARTS
    5. SHELTERED INSTRUCTION AND LANGUAGE PROFICIENCY
    6. STRATEGIES THAT WORK
    7. CONCLUSION
  18. Chapter 10: Transnational Immigration and Family Context
    1. ABSTRACT
    2. INTRODUCTION
    3. RESEARCH ON IMMIGRATION, EDUCATION, AND FAMILY CONTEXT
    4. CASE STUDY CONTEXT
    5. ETHIOPIAN AND SOMALIAN IMMIGRANTS IN THE UNITED STATES
    6. ADAM’S JOURNEY
    7. SAYNAB’S JOURNEY
    8. DISCUSSION AND IMPLICATIONS
    9. RECOMMENDATIONS
    10. CONCLUSION
  19. Chapter 11: Living on the Fringe
    1. ABSTRACT
    2. INTRODUCTION
    3. METHODOLOGY
    4. FINDINGS
    5. IMPLICATIONS OF THE STUDY
    6. CONCLUSION
  20. Chapter 12: Crossing Borders toward Young Transnational Lives
    1. ABSTRACT
    2. INTRODUCTION
    3. REFRAMING YOUNG IMMIGRANTS AS TRANSNATIONALS
    4. A CALL TO NAME TRANSNATIONALS
    5. TRANSNATIONAL CURRICULUM AND YOUNG TRANSNATIONALS’ LIVES
    6. EDUCATORS CROSSING BORDERS
    7. CONCLUSION
  21. Chapter 13: Students on the Rise
    1. ABSTRACT
    2. INTRODUCTION
    3. CONCEPTUAL FRAMEWORK
    4. METHODOLOGICAL FRAMEWORK
    5. DATA COLLECTION AND ANALYSIS
    6. CONCLUSION
  22. Chapter 14: Preparing Teachers to be Effective in Cross-Cultural Learning Environments
    1. ABSTRACT
    2. INTRODUCTION
    3. TEACHER TRAINING: ISSUES
    4. TEACHERS’ PERCEPTIONS OF STUDENTS AND FAMILIES
    5. STUDENTS’ PERCEPTIONS OF TEACHERS
    6. CLASSROOM MANAGEMENT
    7. CONCLUSION
  23. Chapter 15: Multicultural Curricular Frameworks for Preservice Teachers
    1. ABSTRACT
    2. INTRODUCTION
    3. SLEETER AND GRANT’S ANALYSIS OF MULTICULTURAL EDUCATION
    4. BANKS’ APPROACHES TO MULTICULTURAL EDUCATION
    5. BAPTISTE AND KEY’S TYPOLOGY FOR MULTICULTURAL SCIENCE EDUCATION CURRICULUM
    6. LEE AND FRADD’S FRAMEWORK FOR INSTRUCTIONAL CONGRUENCE IN LITERACY AND SCIENCE
    7. JENKS, LEE, AND KANPOL’S FRAMEWORKS FOR MULTICULTURAL EDUCATION
    8. “PREPARING CULTURALLY RESPONSIVE TEACHERS” FRAMEWORK OF VILLEGAS AND LUCAS
    9. COCHRAN-SMITH’S MULTIPLE MEANINGS OF MULTICULTURAL TEACHER EDUCATION: A CONCEPTUAL FRAMEWORK
    10. SLEETER’S FRAMEWORK FOR MULTICULTURAL CURRICULUM DESIGN
    11. CONCLUSION
  24. Chapter 16: Protective Factors Immigrant Children Bring to the Classroom
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. THE DEVELOPMENTAL NATURE OF THE IMMIGRANT CHILDREN AND THEIR EXPERIENCES
    5. PROTECTIVE FACTORS OF IMMIGRANT STUDENTS
    6. RETHINKING SOCIO-ECONOMIC STATUS OR CLASS AS A RISK FACTOR
    7. NEGATIVE INFLUENCES ON IMMIGRANTS’ PROTECTIVE FACTORS
    8. STRATEGIES FOR SUPPORTING IMMIGRANT CHILDREN IN SCHOOLS
    9. CONCLUSION
  25. Chapter 17: Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants
    1. ABSTRACT
    2. INTRODUCTION
    3. BACKGROUND
    4. CURRENT THREATS AND CHALLENGES TO EFFECTIVE ASSESSMENT OF IMMIGRANT CHILDREN
    5. THE ROLE OF TECHNOLOGY IN MITIGATING CHALLENGES AND STRENGTHENING SOLUTIONS TO EFFECTIVE ASSESSMENT OF YOUNG IMMIGRANT LEARNERS
    6. SUMMARY
    7. FUTURE RESEARCH DIRECTIONS
  26. Compilation of References
  27. About the Contributors