Are Urban Middle Schools Leaving Bright Immigrant Youth behind?

Autor/in	McGinnis, Theresa
Titel	Are Urban Middle Schools Leaving Bright Immigrant Youth behind?
Quelle	In: Voices from the Middle, 14 (2007) 4, S.32-38 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Middle Schools; Literacy; Urban Schools; Middle School Students; Immigrants; Equal Education; Cultural Differences; Culturally Relevant Education; Classroom Environment; Social Attitudes; Social Influences; Cambodians; Asian American Students; Writing Instruction; Language Arts; Writing Skills; Video Games; Student Participation + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Alphabetisierung; Schreib- und Lesefähigkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Middle schools; Student; Students; Schüler; Schülerin; Immigrant; Immigrantin; Immigranten; Kultureller Unterschied; Klassenklima; Unterrichtsklima; Social attidude; Soziale Einstellung; Sozialer Einfluss; Kambodschanisch; Asian immigrant; United States; Asiatischer Einwanderer; USA; Studentin; Schreibunterricht; Sprachkultur; Writing skill; Schreibfertigkeit; Video game; Videospiel; Videospiele; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung
Abstract	McGinnis draws on the idea of engaged learning as critical and illustrates how school literacy practices do not provide urban Khmer youth (and by extension, other groups whose backgrounds are linguistically or socioculturally distinct) with deep levels of engagement in literacy activities. By looking at the types of writing experiences these youth are offered and asking them directly about their perceptions of their own education, McGinnis has deduced that these children are, in fact, being left behind. She believes that learning about students' lives outside of the classroom, at home, in their communities, and among their peers will help classroom teachers consider multiple perspectives of literacy and knowledge inside the classroom. Thus, this article aims to support educators in organizing social experiences and interactions within the classroom that are meaningful to all students. (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10