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ERIC Number: EJ1002328
Record Type: Journal
Publication Date: 2012
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0890-6459
Teacher Education and Immigrant Children and Youth
Faltis, Christian
Teacher Education and Practice, v25 n4 p549-551 Fall 2012
Since the 1980s, well more than half of all immigrants and children of recent immigrants are of people of color. Many recent immigrants of color communicate in their daily lives via a language (or via languages) other than English, and many immigrant children of color are emerging bilinguals, who acquire hybrid varieties of English. While almost all immigrant children and youth of color are English learners, most English learners are children of immigrant parents and were born in the United States; hence, they are U.S. citizens. In this article, the author wants to address what he believes are imperatives for teacher education with regard to preparing teachers for immigrant children and as well for children of immigrants of color who live in bilingual communities and homes. These imperatives are the following: (1) Teacher education needs to deepen its understanding of who immigrant children and youth are, in ways that enable immigrant students to create multiple identities, navigate through school successfully, and feel confident and safe in school; (2) Teacher education needs to refocus its efforts from teaching English learners to teaching emergent bilingual children and youth; and (3) Teacher education needs to prepare teachers to challenge social injustices in school and society as faced by nondominant children, immigrant children, and youth of color.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A