Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners, 1st Edition

  • Grace Onchwari
  • Jared Keengwe
  • Published By:
  • ISBN-10: 1522582843
  • ISBN-13: 9781522582847
  • DDC: 371.826
  • 480 Pages | eBook
  • Original Copyright 2019 | Published/Released September 2019
  • This publication's content originally published in print form: 2019

  • Price:  Sign in for price

About

Overview

In the past few years, there has been an influx of immigrant children into the school system, many with a limited understanding of English. Successfully teaching these students requires educators to understand their characteristics and to learn how to engage immigrant families to support their children’s academic achievements. The Handbook of Research on This title is a collection of innovative research that utilizes teacher professional development models, assessment practices, teaching strategies, and parental involvement strategies to develop ways for communities and educators to create social and academic conditions that promote the academic success of immigrant and English language learners. While highlighting topics including bilingual learners, family engagement, and teacher development, this book is ideally designed for early childhood, elementary, middle, K-12, and secondary school teachers; school administrators; faculty; academicians; and researchers.

Table of Contents

Front Cover.
Title Page.
Copyright Page.
Advances in Educational Technologies and Instructional Design (AETID) Book Series.
Editorial Advisory Board.
List of Contributors.
Table of Contents.
Detailed Table of Contents.
Preface.
Acknowledgment.
1: Teaching for Diversity Online: A Teacher Educator’s Perspective.
2: Preparing Teachers to Effectively Engage With Young English Language Learners and Immigrant Families: A Research Review.
3: A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse.
4: Roadblocks to Bilingualism.
5: Resource vs. Deficit Views About English Language Learners in Classroom Practice.
6: The Relationship Between Oral Language and Reading in English-Only, Proficient Bilingual, and Emergent Bilingual Adolescents.
7: Recognizing the Realities and Needs of Unaccompanied Minors in the All-English Classroom.
8: Asian Immigrant Communities’ Civic Participation in Cultivating Bilingualism and Biliteracy in the United States.
9: Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens.
10: Transcending the Challenge at the Library: Disrupting Deficit Perspectives About Latinx Immigrant Families.
11: Myth Busting: Low-Income Latinx Immigrant Parental Involvement.
12: Working With Immigrant Children in Schools: Practical Skills for Teachers.
13: Supporting Immigrant Children in College and Career Readiness: Implications for Teachers and School Counselors.
14: Cultivating Rich Language Development, Deep Learning, and Joyful Classrooms for English Learners.
15: The Language Use of a Bilingual Korean Teacher and Bilingual Korean Students in a Korean Heritage Classroom.
16: Magnifying English Language Learners’ Success Through Culturally Relevant Teaching and Learning Frameworks: Acknowledging the Multidimensional Implications on Language, Literacy, and Learning.
17: Humanizing and Linguistically Responsive Pedagogy: Examining How Teachers Engage ELL Knowledge, Interests, and Struggles in Social Studies Classrooms.
18: Preparing In-Service Teachers to Work With Linguistically and Culturally Diverse Youth: Lessons Learned and Challenges Ahead.
19: Refugee Parents’ Perceptions of Bullying Practices of Their Children in Urban Schools.
20: Educating Refugees: The Role of Non-Profit Organizations.
21: Compilation of References.
About the Contributors.
Index.