NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1006038
Record Type: Journal
Publication Date: 2012
Pages: 17
Abstractor: As Provided
Reference Count: 36
ISSN: ISSN-1937-0814
Storylines: Listening to Immigrant Students, Teachers, and Cultural-Bridge Persons Making Sense of Classroom Interactions
Strickland, Martha
Middle Grades Research Journal, v7 n2 p77-93 2012
As the number of immigrant students increases in U.S. classrooms, so have the challenges teachers encounter as they seek to be culturally responsive. Framed by multicultural education and sociocultural theory, this qualitative study explored how 8 fifth-grade, newly arrived immigrant students ("newcomers") from 6 different countries, their teachers in a U.S. suburban school, and cultural bridge persons made sense of a shared classroom activity. A hybrid, 3-pass, video-based stimulated recall methodology allowed the newcomers', the teachers', and cultural voices to be heard. The resulting narratives exposed participants' dynamic storylines which were utilized to bring meaning to what was observed and said. A juxtaposition of the storylines elucidated 3 lessons for teachers to employ as they move multicultural education beyond knowledge and skills to a dynamic pursuit of understanding with newcomers. (Contains 6 tables.)
IAP - Information Age Publishing, Inc. P.O. Box 79049, Charlotte, NC 28271-7047. Tel: 704-752-9125; Fax: 704-752-9113; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Albania; Bosnia and Herzegovina; Mexico; Philippines; Poland; Puerto Rico; United States