Changing Worlds, Changing Classrooms: Satellite Children and Their Teachers in the Transnational Era

Autor/inn/en	Wu, Ming-Hsuan; Opstad, Sonna L.
Titel	Changing Worlds, Changing Classrooms: Satellite Children and Their Teachers in the Transnational Era
Quelle	In: Journal of Multilingual Education Research, 11 (2021), S.35-57, Artikel 4 (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2153-4799
Schlagwörter	Multilingualism; Culturally Relevant Education; Decision Making; Foreign Countries; Immigrants; Chinese Americans; Parent Child Relationship; Employment; Child Rearing; Working Hours; Working Class; Grandparents; Family Relationship; Elementary School Teachers; Infants; Elementary School Students; Emotional Adjustment; Acculturation; Teacher Characteristics; Bilingual Education; Metropolitan Areas; China; New York (New York) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Decision-making; Entscheidungsfindung; Ausland; Immigrant; Immigrantin; Immigranten; Asian immigrant; Chinese; United States; Asiatischer Einwanderer; Chinesen; USA; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Dienstverhältnis; Kindererziehung; Hours of work; Arbeitszeit; Arbeiterklasse; Großeltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Infant; Toddler; Toddlers; Kleinkind; Emotionale Anpassung; Akkulturation; Bilingual teaching; Bilingualer Unterricht; Ballungsraum
Abstract	The challenges for immigrants in the US and Canada include the difficulties of making a living while raising their children. Due to the high cost of living and childcare in cities, along with the realities of low paying jobs and long working hours among many working-class immigrants, growing numbers of families send their infant children to their countries of origin to be raised by relatives for a few years. When the children reach school age, they are returned to their parents in the US. Prior research has focused on immigrant parents' decision-making rationale and their reports of adjustments that children went through. Informed by a critical theoretical framework and culturally sustaining pedagogy, this paper investigates elementary school teachers' understandings of the transnational experiences of their Chinese "satellite children." Interview data from a qualitative study at an East Coast urban school serving a growing Chinese community, where this transnational practice is the norm, reveal challenges and opportunities that the return of these children presents for their parents, their teachers, and for the children themselves. We argue that a culturally sustaining approach is critically needed to better serve this community and student population. (As Provided).
Anmerkungen	New York State Association for Bilingual Education. 726 Broadway 5th Floor, New York, NY 10003. Tel: 718-817-5875; e-mail: jmer@fordham.edu; Web site: https://fordham.bepress.com/jmer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01