ERIC Number: ED564007
Record Type: Non-Journal
Publication Date: 2014
Reference Count: N/A
Cross-Cultural Considerations in the Education of Young Immigrant Learners
Keengwe, Jared, Ed.; Onchwari, Grace, Ed.
As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account. "Cross-Cultural Considerations in the Education of Young Immigrant Learners" explores some of the contemporary research on young immigrant learners in the United States, reflecting on their particular struggles in language learning, cultural integration, and other curricular and extra-curricular activities. This book will be most useful to teachers, administrators, researchers, and professionals within the public education sector who are looking for enhanced methodologies in the instruction of their multinational students. Following a foreword by Manka M. Varghese, a preface by Jared Keengwe and Grace Onchwari, acknowledgments by Jared Keengwe, the following chapters are presented: (1) Scaffolding to Support English Language Learners in a Kindergarten Classroom (Luciana C. de Oliveira, Marshall Klassen, Alsu Gilmetdinova); (2) Innovative Ideas for Tutoring and Mentoring Young English Learners (Kim Stevens Barker); (3) The Effect of New Environments on Children's Language Ability: A Case Study (Ursula Thomas); (4) Using Literacy Response Activities with Early Childhood English Language Learners and Immigrant Students (Erin M. Casey); (5) Building on What They Bring: Special Considerations when Working with Young Immigrant Students in Mathematics (Anita Bright, Michael Ames Connor); (6) Supporting Emergent Bilinguals through Linguistically Appropriate Instruction (Colleen Gallagher); (7) Mathematics Acquisition and Immigrant Children (Judi Simmons Estes, Dong Hwa Choi); (8) Effective Teaching Practices for Academic Literacy Development of Young Immigrant Learners (Cate Crosby); (9) "I'm Not from the Dominant Culture!": Instructional Practices for Teachers of Culturally Diverse Students (Joan Oigawa Aus); (10) Transnational Immigration and Family Context: What Teachers Should Know (Afra Ahmed Hersi); (11) Living on the Fringe: Immigration and English Language Learners in Appalachian Ohio (Joy Cowdery); (12) Crossing Borders toward Young Transnational Lives (G. Sue Kasun, Cinthya M. Saavedra); (13) Students on the Rise: Learning with Immigrant Youth in Out-of-School Spaces of Community Activism (Elizabeth Bishop); (14) Preparing Teachers to be Effective in Cross-Cultural Learning Environments (Grace Onchwari); (15) Multicultural Curricular Frameworks for Preservice Teachers (Anita Rao Mysore); (16) Protective Factors Immigrant Children Bring to the Classroom (Jacqueline Onchwari); and (17) Using Technology to Address the Challenges to Effective Assessment of Young Learners who are Immigrants (Esther Ntuli, Arnold Nyarambi). The book concludes a section about the contributors and an index.
Descriptors: Immigrants, Children, Public Schools, Cultural Differences, English Language Learners, Kindergarten, Scaffolding (Teaching Technique), Tutoring, Mentors, Instructional Innovation, Language Skills, Context Effect, Literacy, Learning Activities, Early Childhood Education, Mathematics Instruction, Bilingual Students, Bilingual Education, Instructional Effectiveness, Family Environment, Immigration, Foreign Countries, Rural Schools, Activism, Community Action, Youth Programs, Preservice Teacher Education, Multicultural Education, Technology Uses in Education, Student Evaluation
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Publication Type: Collected Works - General; Books
Education Level: Kindergarten; Primary Education; Early Childhood Education; Higher Education; Postsecondary Education
Audience: Administrators; Researchers; Teachers
Authoring Institution: N/A
Identifiers - Location: Africa; New York; Ohio