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ERIC Number: ED420726
Record Type: Non-Journal
Publication Date: 1998-Jul
Pages: 4
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0889-8049
Enhancing the Communication Skills of Newly-Arrived Asian American Students. ERIC/CUE Digest No. 136.
Cheng, Li-Rong Lilly
This digest focuses on meeting the educational needs of recent Asian Pacific American (APA) immigrants. Newcomers usually have various levels of English proficiency, and many find school rules incomprehensible because they differ so widely from their previous experiences. In addition, American teachers expect children to be interactive, creative, and participatory, while APA parents teach their children to be quiet and obedient, and not to question teachers. Adding to the communication problems between teachers and students are the personal challenges that many newcomers face. Teachers, administrators, and counselors need to understand students' home culture and discourse rules and the similarities and differences between Asian and American schools. They must guard against stereotyping children and work to make them comfortable in the classroom. Teachers can improve APA students' discourse skills by making no assumptions about what they know or do not know, while anticipating possible challenges. They should encourage students in social activities and facilitate their transition into mainstream culture while nurturing their bicultural identities. Schools need to work hard to encourage the participation of newcomer parents. Although educators can find it hard to learn about the language, culture, and social background of every student, they can develop the ability to communicate effectively across cultures and form effective partnerships with immigrant families. (Contains 10 references.) (SLD)
ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Teachers College, Box 40, Columbia University, New York, NY 10027 (Free).
Publication Type: ERIC Publications; ERIC Digests in Full Text
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Urban Education, New York, NY.