The Collective Impact of Social Innovation on a Two-Generation Learning Program with Hispanic/Latino Families in Detroit. Collective Impact

Autor/in	Levesque, Jeri A.
Institution	National Center for Families Learning (NCFL)
Titel	The Collective Impact of Social Innovation on a Two-Generation Learning Program with Hispanic/Latino Families in Detroit. Collective Impact
Quelle	(2017), (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Student Diversity; Hispanic American Students; English Language Learners; Partnerships in Education; Social Capital; Immigrants; Family Programs; Parent Education; Adult Education; Elementary School Students; English (Second Language); Second Language Instruction; Basic Skills; Adult Basic Education; Bilingualism; Attendance; Participation; Culturally Relevant Education; Educational Environment; Program Effectiveness; Intergenerational Programs; Acculturation; Michigan (Detroit) + Suchen Sie Ihr Suchwort? Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Hochschulpartnerschaft; Sozialkapital; Immigrant; Immigrantin; Immigranten; Family program; Familienprogramm; Parents education; Elternbildung; Elternschule; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Basic skill; Grundfertigkeit; Adult education; Bilingualismus; Anwesenheit; Teilnahme; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Akkulturation
Abstract	Racial and ethnic diversity has increased dramatically over the past 35 years, enriching our public schools with students whose families embody a global village. Of the children born in the U.S. to at least one foreign-born parent, the majority are Hispanic. This is a pattern that reflects the recent rise of immigration from Latin America. Approximately 16% of English language learners who are Hispanic/Latino are first-generation immigrants (U.S. Census Bureau, 2013). The demographics of the nation's students imply that most, if not all, teachers can expect to have English Learner (EL) students in their classrooms (U.S. Ed. NCELA, 2015). This paper describes how a strategic partnership and a commitment to a common agenda led to gains for EL students who are Hispanic/Latino and their parents who live in Detroit. It demonstrates a combined and focused effort that resulted in a collective impact for families. With a common agenda, professional development, continuous communication, and ongoing technical support, this mutually reinforcing partnership enriched the social capital of programs and delivered the promise of two-generation educational success. (ERIC).
Anmerkungen	National Center for Families Learning. 325 West Main Street Suite 300, Louisville, KY 40202-4237. Tel: 877-326-5481; Tel: 502-584-1133; Web site: http://www.famlit.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01