Celebrating Immigrant Learners

Autor/in	Knight, Caroline
Titel	Celebrating Immigrant Learners
Quelle	In: Democracy & Education, 17 (2008) 3, S.54-57 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-3545
Schlagwörter	Second Language Learning; Refugees; Hmong People; Immigrants; English (Second Language); Language Proficiency; Student Diversity; Asian American Students; Limited English Speaking; Middle School Students; Interviews; Cultural Pluralism; Oral History; Personal Narratives; Cambodians; Vietnamese People; Laotians; Minnesota + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Flüchtling; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Asian immigrant; United States; Student; Students; Asiatischer Einwanderer; USA; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Interviewing; Interviewtechnik; Kulturpluralismus; Oral tradition; Mündliche Überlieferung; Erlebniserzählung; Kambodschanisch
Abstract	The early 1980s saw an influx of Southeast Asian refugees from various demographic groups and backgrounds to Minnesota. As teachers, the author and her colleagues regularly added children from these groups to their classrooms, receiving little explanation of a student's history or language proficiency. To counteract increasing teacher resentment and generate understanding of what brought these children and their families to Minnesota, the author and her colleagues initiated a two-month process of recording the stories of these refugee families and photographing their middle-school children individually. Insight gained from the interviews led teachers to realize that English language learners (ELLs) deserve respect, and not pity, from educators. The author shares tips to help teachers and communities to include new immigrants in activities and help them to acquire English proficiency. (Contains 1 table.) (ERIC).
Anmerkungen	Lewis & Clark Graduate School of Education and Counseling. 0615 SW Palatine Hill Road, MSC 93, Portland, OR 97219. Tel: 503-768-6054; Fax: 503-768-6053; e-mail: journal@lclark.edu; Web site: http://lclark.edu/org/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10