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Chapter 26 The Literacies of New Immigrant Youths

Chapter 26 The Literacies of New Immigrant Youths . Mona McWhorter EDCI 690, Spring 2014. Immigrant Children in US Schools 20% in 2003 (US Census) 21.5% in 2010 (Center of Immigration Services) 40% predicted in 2030 Social Scientists’ view: Second Generation

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Chapter 26 The Literacies of New Immigrant Youths

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  1. Chapter 26 The Literacies of New Immigrant Youths Mona McWhorter EDCI 690, Spring 2014

  2. Immigrant Children in US Schools • 20% in 2003 (US Census) • 21.5% in 2010 (Center of Immigration Services) • 40% predicted in 2030 • Social Scientists’ view: Second Generation 1.5 Adolescents Newcomer • Educational Researchers: Adequate formal schooling Limited formal schooling Simultaneous two languages Long-term ELLSs • Diverse immigrant population • Value of Bilingualism and Biliteracy

  3. Similar teen social/sports activities • Comparable emotional/self-esteem issues • Funds of Knowledge • Competent global citizens • “Cultural and linguistic brokers” • Role models for younger children • Dance, music and computer literacy • Popular culture important to literacy development • Educational language approach critical to academic success Literacies and Identities

  4. Social Challenges • Pressures to assimilate or to preserve culture • “Living in Crossroads” (situated in two worlds) • Social English language acquisition (BICS) • Sense of dislocation and separation from family • Discrimination • Cultural conflict • Socioeconomic status “The best course for immigrant youth appears to be one that ‘encourages them to remain securely anchored in their ethnic communities while pursuing a strategy of paced’ selected acculturation’ into U.S. society.” - Gibson, 1997 (p. 403)

  5. Academic Challenges • Interrupted prior education • Academic English language (CALPS) • “Code Switching” • ESL/Bilingual programs • “Deficit View” • Different Instructional styles • Simultaneous acquisition of language and content • Dropout rates “The window of opportunity for academic success begins to close for most students by the time they leave middle school.” - Rubinstein-Avila, 2006 (p. 408)

  6. Educational Equity

  7. Acknowledge “funds of knowledge” • Identify/address specific academic and social needs • Dual language and literacy programs • Culturally responsive texts and resources • Opportunities to acquire content knowledge and critical thinking skills • Alternative assessments • Technology applications • New York Examples: Liberty High School Manhattan International High School Dr. Sun Yat Sen Middle School Transitional Schools

  8. “For many newcomers, school is the first and probably the only place where they have contact with the mainstream culture, English language, and formal education.” “They and their family all know that education is the key to realizing the American dream.” (p. 411)

  9. Three-year national research study found that there is no one model for a newcomer program, but it reveals some aspects that are “working well”: • Flexible scheduling • Quality staffing and professional development • Appropriate literacy and reading interventions for adolescents ELLs • Supplemental content instruction • After-school instruction or summer programs • Connections with families and social services • Diagnostics and monitoring of student data • Transition measures to ease into regular school programs Helping Newcomer Students Succeed in Secondary Schools and Beyond - Deborah J. Short & Beverly A. Boyson, 2012

  10. Number of policies and issues were also raised as potential inhibitors to success: • Family reunification and student experiences with trauma and posttraumatic stress disorder • No Child Left Behind accountability measures • Special Education services • High school graduation credits • Postsecondary options http://carnegie.org/fileadmin/Media/Publications/Reporter/23/helping-newcomer-students-succeed-in-secondary-schools-and-beyond.pdf Helping Newcomer Students Succeed … - Deborah J. Short & Beverly A. Boyson, 2012

  11. Set academic and social goals to establish program • Define entry and exit criteria • Develop courses (preliterate and literate) • Content-based ESL and sheltered instruction • Use technology to its fullest potential • Promote development of native language • Hire parent liaison/social worker • Connect to community health and mental health services • Engage parents by teaching about US schools • Make connections in community for career exploration or work experience • Smooth transition process and post-secondary options • Recruit and retain specially trained teachers with certifications • Provide Professional Development and work with special education • Collect student data and conduct regular program evaluations • Advocate for your state to accept 5- and 6-year graduation cohorts Recommendations … - Deborah J. Short & Beverly A. Boyson, 2012

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