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1.
This study adds to the research on the education of Asian immigrant adolescents by situating how generation, language, nationality, and race complexly impacted how a group of 1.5-generation Japanese youth have made sense of their multiple “non-dominant” identities as immigrant Americans and transnational students within an urban high school setting that publicly promoted a mission of inclusivity but, in practice, devalued “non-dominant” cultural and linguistic expressions. The findings highlight how the youth have contested the English-only ideologies and racialized expectations at their school through alternative literacies and other diverse enactments of their identities, such as by speaking Japanese or Japanglish (a mix of Japanese and English) and expressing their “Made in Japan” pride through the public display of nationalistic symbols and various bilingual or Japanese-language textual representations. New directions are offered for theorizing 1.5-generation Asian immigrant youth linguistic expressions with implications for practice and theory.  相似文献   

2.
This article presents my rejoinder to Jrène Rahm’s response to my article “STEM learning research through a funds of knowledge lens.” I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm’s humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning?  相似文献   

3.
ABSTRACT

Unlike states with established immigrant populations, Indiana is a new immigration gateway state that is developing its infrastructure to address immigrant needs. Indiana's English learner (EL) population between 1999 and 2018 has grown by 550% from 9,114 to 59,255 students. Of the current 59,255 ELs in K–12 schools, 24% are immigrants. Employing a collective case study, this article examines how Indiana university faculty prepare pre- and inservice teachers to address the needs of emergent bilingual immigrant (EBI) youth. While there are institutional constraints that impact how EBI youth needs are met, faculty in EL licensure programs are addressing these needs by explicitly facilitating activities that promote respect and develop empathy through perspective sharing. Despite underdeveloped social infrastructures for EBI youth and EBI teachers in Indiana schools, implications suggest that a methodical inclusion of immigration history, perspective-taking, and critical self-reflection can facilitate teacher identity development, and foster their stances of advocacy for EBIs.  相似文献   

4.
Drawing from a larger ethnographic study, in this research I examine how a group of newcomer Mexican immigrant high school students counteracted a hostile school climate, educational practices and adverse relationships with mainstream peers and adults. The purpose of this study is to help educators and policy makers understand how engaging in social justice movements in the educational context has helped immigrant students to counteract and reconstruct their adverse schooling experiences into positive contributions to their success. This study suggests that Mexican immigrant youth demonstrate agency through civic engagement and intra-tactical strategies that strengthen their linguistic, cultural, and learner identities. The article concludes with recommendations on how educators and policy makers can facilitate engagement in order to support and improve education for immigrant and Latina/o students.  相似文献   

5.
Here I am Now! is the title a multi-ethnic group of immigrant and refugee undergraduate students and neighboring urban Vietnamese and Cambodian refugee youth gave to their participatory photography installation. The exhibit was the culmination of undergraduate students’ participation in a series of Community Service-Learning (CSL) courses offered through CIRCLE (Center for Immigrant and Refugee Community Leadership and Empowerment) at the University of Massachusetts Amherst. While CSL has become an established educational practice at most US universities campuses, little research has been conducted viewing the educational impact of this pedagogy on diverse student populations. The majority of the scholarship focuses on the experiences of white middle-class students engaged with communities from unfamiliar and different socio-cultural, racial, ethic and economic backgrounds.

This paper examines how immigrant and refugee undergraduate students understood their participation in a creative community service-learning experience where they mentored youth from familiar and similar ethno-cultural contexts. To understand this meaning-making process I employed critical ethnographic approaches and analyzed student narratives and interviews. Through the prisms of critical pedagogy, situated learning theory, and funds of knowledge concept, I viewed the higher education context, analyzed the situation under study and developed an emerging framework for CSL pedagogy with diverse communities. These theories inform the view that culturally relevant pedagogy emphasizing peer-learning, critical thinking, artistic potential and community resources offers diverse undergraduate students alternative and creative spaces of critique and possibility in their higher education and community service-learning experiences.  相似文献   

6.
In this study 18 Mexican teachers of English as a foreign language in Guanajuato, Mexico were asked for their professional opinion about the teaching of English to Mexican immigrant students in the U.S. Teachers responded to a questionnaire that asked about attitudes toward the U.S. educational system, ways to support Mexican immigrant students, advice for American teachers, and Mexican students’ motivation for learning English. Respondents averaged 4 years of teaching English at various levels ranging from elementary to university. Half of the teachers had received some K-12 education in the U.S. Respondents held generally positive views regarding the U.S. educational system, but felt American teachers could do a better job in teaching Mexican immigrant students. They offered numerous linguistic and culturally responsive suggestions for improving upon the learning of English and the academic performance of immigrant students.  相似文献   

7.
This ethnographic investigation of a multiethnic, multilingual classroom examines the ways in which immigrant students’ goals for community and belonging were mediated by their vibrant cultural and linguistic practices. Findings demonstrate how youth formed a community of practice through brokering acts, resource pooling, and linguistic play across national, cultural, and linguistic differences. As such, immigrant students were agentive transcultural navigators whose practices broach new understandings of social life and learning, and present a pedagogy of possibility. It is argued that immigrant classrooms in contact zones must be reenvisioned – from reductive spaces where educational goals are to acculturate the immigrant into a fading US homogeneous mainstream – to cutting edge spaces of twenty-first-century learning.  相似文献   

8.
ABSTRACT

In this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.  相似文献   

9.
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom.  相似文献   

10.
With the globalisation of education, large numbers of students with interrupted schooling and low English literacy levels represent both a quantitative and qualitative shift in the kinds of students faced by teachers in classrooms. In Australia, after a year in an intensive English language programme, immigrant and refugee students are placed in the mainstream, where they face enormous challenges in content areas such as science. The complexity and specificity of science terminology pose a serious barrier for students. This article reports on a research project to support vocabulary learning in mainstream science for Year 8 refugee students (n = 23) in one high school. Data sources included teacher interviews, student journal writing, and the science text itself. The author demonstrates why science content language is inaccessible to many students through an extensive review of the literature, and then juxtaposes the views of students and teachers with the actual demands of one chapter from the Year 8 Science textbook on states of matter. The final section presents the response of the researchers to help scaffold vocabulary learning for this topic and a trial of the materials. The study highlights the links between conceptual and linguistic understanding. Given that students identified vocabulary as a major barrier to learning, and that the science teacher tended to assume rather than to explain new terminology, the language‐focused approach outlined to support vocabulary was seen as one way to address an urgent problem. Implications for professional development and teacher education are also addressed.  相似文献   

11.
In reform-based science curricula, students’ discursive participation is highly encouraged as a means of science learning as well as a goal of science education. However, Asian immigrant students are perceived to be quiet and passive in classroom discursive situations, and this reticence implies that they may face challenges in discourse-rich science classroom learning environments. Given this potentially conflicting situation, the present study aims to understand how and why Asian immigrant students participate in science classroom discourse. Findings from interviews with seven Korean immigrant adolescents illustrate that they are indeed hesitant to speak up in classrooms. Drawing upon cultural historical perspectives on identity and agency, this study shows how immigrant experiences shaped the participants’ othered identity and influenced their science classroom participation, as well as how they negotiated their identities and situations to participate in science classroom and peer communities. I will discuss implications of this study for science education research and science teacher education to support classroom participation of immigrant students.  相似文献   

12.
Through the intersection of diaspora and immigrant education, this article investigates how Chinese youth perceive their experience of being immigrant and 1.5-generation in and out of school. The fieldwork was conducted in Cupertino, California, in 2013–2014. In total, 11 students were chosen to participate in the research. It combines an ethnographic approach with narrative inquiry. The findings discuss how the youth’s multiple identities were an interplay with their cultural imagination and practices on two various levels: their concept of “home” and their longing for flexible citizenship. This article suggests the framework of diaspora to capture the process of immigration not as an uprooted directional trajectory but rather a complex space where immigrants from a range of backgrounds come to forge their multiple identities in a globalized context. Perspectives from the youth will enable us to critically redefine the term immigrant in the context of transnationalism and globalization.  相似文献   

13.
The adjustment of non-English speaking immigrant students to learning was explored by comparing the learning characteristics of immigrant students with those of a matched group of Canadian students. Eleven immigrant students and eleven Canadian students from three grade 4 classrooms in three schools in a large Western Canadian urban school system were assessed on academic achievement, attitude to school, English proficiency, academic self-concept, and quality of teacher-student interaction. Data on attitudes of teachers toward immigrant students and on attitudes of parents of immigrant students towards the mother culture and learning in a second culture were also collected. Results indicated that immigrant students did not differ significantly from Canadian students on any of these variables. Findings were supported by other Canadian studies on immigrant students and the research on second language learning. The adjustment of immigrant students to learning appeared to be dependent upon three factors: length on time in the second culture, the proportion of immigrant students within a classroom, and the cultural harmony in both home and school settings.  相似文献   

14.
笔者带领部分学生进行"培养自主学习能力,建立良好学风"这一课题的研究,有效地培养了学生的自主学习意识。同时通过该课题,学生们发现作为应用英语专业的学生,主动利用业余时间学习英语的时间并不多,部分原因就在于相当一部分同学缺乏学习英语的兴趣。为了逐步培养学生的学习兴趣,尤其是提高学生的英语口语能力,笔者进一步指导学生申请了院级的"欣赏英文电影,提高英语听说能力"这一大学生实践创新课题。该课题的实施,切实培养了学生学习英语的兴趣,取得了较为理想的效果。  相似文献   

15.
In recent years Icelandic schools have seen an increase in students with immigrant background. These changes require schools and teachers to respond to the educational needs these students may have. The aim of this article is to examine these changes by looking at the experience of teachers and parents of immigrant students regarding their education. As part of this qualitative research, 38 teachers were interviewed in focus groups with a view to the challenges and experiences of teaching immigrant students. Ten parents were also interviewed individually about their experiences of Icelandic schools and their children’s education. The findings revealed that teachers are unsupported in their quest for understanding and managing multicultural education and that the Icelandic school system challenges foreign parents’ understanding of school as a traditional place for learning. It is suggested that addressing the lack of collaboration and discussion between both parties on students’ needs and parents’ expectations could improve the education of immigrant students.  相似文献   

16.
In the midst of an international debate about immigration, this qualitative ethnographic study focuses on the stories and teaching practices of immigrant and refugee educators working with immigrant and refugee youth at a community-based after-school programme in the Midwestern region of the USA. Using existing literature to describe the educational experiences of immigrant and refugee youth and teacher narratives to explore the pedagogies of immigrant and refugee educators, the author addresses the following questions: How do political narratives impact the educational experiences of immigrant and refugee students in the USA? How can the narratives of immigrant and refugee teachers serve as both counternarratives and sources of promising pedagogical practices for immigrant and refugee youth? With a data corpus developed through participant observation, reflexive journaling, interviews and focus group discussions, the author uses narrative analysis with teacher vignettes and asserts that educational researchers and practitioners should look to immigrant and refugee educators to enrich the research about appropriate pedagogies for immigrant and refugee youth.  相似文献   

17.
The goals of teacher education must evolve beyond the teaching of strategies and methods toward a process for beginning teachers' critical interrogation of their social locations and the ways they engage with the realities of teaching and learning. One way that this is accomplished is by incorporating opportunities for community engagement beyond classroom walls in ways that employ teaching practicum experiences in K–12 classrooms. This article describes one teacher educator's experiences preparing secondary English and literacy preservice teachers enrolled in a Teaching Writing Course where students participate in the coordination and facilitation of a community writing event for local middle and high school students. Preservice teachers witnessed writing instruction and youth writing practices that thrived in an educational partnership among multiple stakeholders, including students, parents, teachers, administrators, university professors, and community youth liaisons. Then I share examples of students' reflections post-Writing Our Lives experiences to demonstrate their emerging understanding of the role of community engagement in their development of teacher identities.  相似文献   

18.
The easing of legal and unauthorized entry to South Africa has made the country a new destination for Black immigrants. As this population continues to grow, its children have begun to experience South African schools in an array of uniquely challenging ways. For these immigrant youth, forging a sense of identity may be their single greatest challenge. There is however, very little research on the ways in which immigrant student identities are framed, challenged, asserted and negotiated in South African schools. Accordingly, this study asks how do immigrant students speak about their identifications in light of their negotiation of the school and social spaces in South Africa. Utilising the theoretical frameworks of understanding immigrant identities and identity pathways, this research study attempts to understand the unique experiences of Black immigrant youth inside South African schools. Findings were multi-fold in nature. First, although immigrant students’ ease of assimilation into the chosen reference group was to some degree sanctioned by their phenotypic racial features, their attempt at ‘psychosocial passing’ was politically motivated. Second, immigrant students did not readily classify according to skin pigmentocracy. Third, the majority of immigrant students heightened their ethnic self-awareness in forming their identity, but also assumed hyphenated identities. Fourth, immigrant students were not seen as having an identity, but rather as being ‘plugged into a category with associated characteristics or features’. Fifth immigrant students forged a ‘continental identity’. And sixth, the self-agency of immigrant students was twofold in nature; not only did they want to improve their own condition, but there seemed to be an inherent drive to improve the human condition of others.  相似文献   

19.
在近几年的英语·教学研究中,教学与生活的联系一直是众多教育从业者们关注的热点之一。本文首先介绍了英语生活化教学的内涵,然后分析了目前英语教学过程中存在的四个主要问题,即学生对英语教学认识不足、学生学习热情不高、师资力量匮乏和生活素材缺失。在此基础上,本文最后介绍了教师对学生学习风格把握的重要性及生活化策略在英语教学中的具体应用。  相似文献   

20.
学习策略是影响学习的重要因素之一。为了了解专业学生对英语学习策略的了解现状,该研究以问卷调查的方式对长治学院英语专业2008级至2011级四个年级随机抽取的462名学生进行了现状调查。结果显示,从大一至大四的四个年级的专业学生普遍认可英语学习策略对英语学习的重要作用,但却缺乏有效的英语学习策略。他们希望进一步了解英语学习策略,并愿意接受这方面的培训。针对现状,建议强化策略观念,进行策略指导,开展策略培训。  相似文献   

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