ERIC Number: EJ776584
Record Type: Journal
Publication Date: 2007-May
Reference Count: 14
Are Urban Middle Schools Leaving Bright Immigrant Youth behind?
Voices from the Middle, v14 n4 p32-38 May 2007
McGinnis draws on the idea of engaged learning as critical and illustrates how school literacy practices do not provide urban Khmer youth (and by extension, other groups whose backgrounds are linguistically or socioculturally distinct) with deep levels of engagement in literacy activities. By looking at the types of writing experiences these youth are offered and asking them directly about their perceptions of their own education, McGinnis has deduced that these children are, in fact, being left behind. She believes that learning about students' lives outside of the classroom, at home, in their communities, and among their peers will help classroom teachers consider multiple perspectives of literacy and knowledge inside the classroom. Thus, this article aims to support educators in organizing social experiences and interactions within the classroom that are meaningful to all students.
Descriptors: Middle Schools, Literacy, Urban Schools, Middle School Students, Immigrants, Equal Education, Cultural Differences, Culturally Relevant Education, Classroom Environment, Social Attitudes, Social Influences, Cambodians, Asian American Students, Writing Instruction, Language Arts, Writing Skills, Video Games, Student Participation
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A