Literaturnachweis - Detailanzeige
| Autor/in | Feng, Jianhua |
|---|---|
| Institution | ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. |
| Titel | YaYi MeiGuo ErTong: JiaoShi Suo Ying LiaoJie De. (Asian American Children: What Teachers Should Know). ERIC Digest. |
| Quelle | (1997), (7 Seiten)
PDF als Volltext kostenfreie Datei |
| Reihe | ERIC Publications |
| Sprache | chinesisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Asian American Students; Asian Americans; Cultural Awareness; Cultural Differences; Cultural Traits; Elementary Secondary Education; Ethnic Stereotypes; Family School Relationship; Limited English Speaking; Parent Student Relationship; Teacher Student Relationship |
| Abstract | This digest provides information to help teachers gain a better understanding of Asian-American children, particularly those from East and Southeast Asian cultures, and identify culturally appropriate educational practices to use with these children. Asian-Americans represent more than 29 distinct subgroups who differ in language, religion, and customs. In addition to these between-group differences, diversity exists within national groups and among individuals. Nevertheless, Asian-Americans are generally stereotyped as successful and high-achieving minorities. The "whiz kid" image of Asian-American students that is described in popular and professional literature is a misleading stereotype that masks individuality and conceals real problems. In reality, for many Asian-American students, the challenge of American schooling can be overwhelming. Some students have learning difficulties and some lack motivation, proficiency in English, or financial resources. Teachers can better understand their Asian-American students by understanding how some general cultural characteristics of Asian cultures impact their students' experience of American schooling. For example, Asian-American children may be confused by the informality that exists between teachers and students in America, and may feel considerable distress if attention is drawn to themselves in class. When developing curriculum and instruction that is culturally sensitive and methodologically adaptable to the needs of Asian-American students, teachers should: (1) familiarize themselves with the values and customs of their students' cultures; (2) learn a few words of their students' native languages; (3) base academic expectations on individual ability rather than on stereotypes; (4) use peer teaching; (5) utilize students' natural support system, including family, friends, and the community; and (6) encourage Asian parents to work with one another. (BC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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