Storylines: Listening to Immigrant Students, Teachers, and Cultural-Bridge Persons Making Sense of Classroom Interactions

Autor/in	Strickland, Martha
Titel	Storylines: Listening to Immigrant Students, Teachers, and Cultural-Bridge Persons Making Sense of Classroom Interactions
Quelle	In: Middle Grades Research Journal, 7 (2012) 2, S.77-93 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Foreign Countries; Immigrants; Grade 5; World Views; Teaching Methods; Barriers; Teacher Effectiveness; Teaching (Occupation); Teacher Responsibility; Sociocultural Patterns; Cultural Awareness; Multicultural Education; Comprehension; Classroom Communication; Suburban Schools; Video Technology; Albania; Bosnia and Herzegovina; Mexico; Philippines; Poland; Puerto Rico; United States + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; School year 05; 5. Schuljahr; Schuljahr 05; World view; Weltanschauung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching; Lehrberuf; Lehrverpflichtung; Soziokulturelle Theorie; Cultural identity; Kulturelle Identität; Multikulturelle Erziehung; Verstehen; Verständnis; Klassengespräch; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Albanien; Bosnia-Herzegovina; Bosnien-Herzegowina; Mexiko; Philippinen; Polen; USA
Abstract	As the number of immigrant students increases in U.S. classrooms, so have the challenges teachers encounter as they seek to be culturally responsive. Framed by multicultural education and sociocultural theory, this qualitative study explored how 8 fifth-grade, newly arrived immigrant students ("newcomers") from 6 different countries, their teachers in a U.S. suburban school, and cultural bridge persons made sense of a shared classroom activity. A hybrid, 3-pass, video-based stimulated recall methodology allowed the newcomers', the teachers', and cultural voices to be heard. The resulting narratives exposed participants' dynamic storylines which were utilized to bring meaning to what was observed and said. A juxtaposition of the storylines elucidated 3 lessons for teachers to employ as they move multicultural education beyond knowledge and skills to a dynamic pursuit of understanding with newcomers. (Contains 6 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10