ERIC Number: EJ881659
Record Type: Journal
Publication Date: 2010-Jun
Abstractor: As Provided
Reference Count: 0
Students with Limited or Interrupted Formal Education in US Classrooms
DeCapua, Andrea; Marshall, Helaine W.
Urban Review: Issues and Ideas in Public Education, v42 n2 p159-173 Jun 2010
Considerable attention has focused on the challenges of English language learners without age-appropriate formal education and first language literacy. They are viewed here as students with high-context learning experiences and expectations (Hall in Beyond culture, Anchor, New York, 1976), and a collectivistic orientation, with a pragmatic, rather than academic way of looking at the world, who are marginalized and disoriented in US classrooms. Building on Ibarra's Beyond affirmative action: Reframing the context of higher education, The University of Wisconsin Press, Madison (2001) "cultural dissonance" construct, the two learning paradigms are contrasted, and a third, the mutually adaptive learning paradigm, is posited as a pathway to academic success for this population.
Descriptors: English (Second Language), Second Language Learning, Educational Attainment, Literacy, Disadvantaged, Students, Learning Experience, Expectation, Models, Academic Achievement
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A