Presentation on theme: "EDUC 2301: Introduction to Special Populations Immigrants in America Implications for Our Schools and Society A Changing Society."— Presentation transcript:
EDUC 2301: Introduction to Special Populations Immigrants in America Implications for Our Schools and Society A Changing Society
Immigration Eras Classic Period –Assimilated by 3 rd or 4 th generation –1924 racial restrictions and quotas –5% of population foreign-born in 1970 Contemporary Era –Immigration Act 1965, preferences to: Family-sponsored Employment-based, Immediate relatives of U.S. citizens Diversity Refugees and asylees
Immigrant Diversity Classic Era – majority from Europe Contemporary Era – 85% from Asian and Latin populations 95% of newcomers live in large cities – Dallas, Atlanta, Charlotte, Nashville, Denver, Phoenix, Seattle Socio-economic Diversity –60% of foreign-born adults from India, college degrees –Less than 5% from Mexico & El Salvador with college degrees
Nation of Diverse Cultures 22.5 million Legal Permanent Residents –Naturalized Citizens –Refugees –Asylees –Non-immigrant residents (students and temporary workers) 11.5 Unauthorized Immigrants –California 2.8 million –Texas 1.8 million –Florida 740,000
The Lost Boys of Sudan
Will the New Immigrants Assimilate? Preserving language and culture –Higher level of residential concentration –Stronger connections to home country –Advances in international travel and communication –Selective assimilation
Immigrant Scenarios Group Activity Read the scenario. Discuss issues the student might face when he/she first enrolls in school. List strategies you could use to be a culturally responsive teacher of this student? What accomodations might be needed? What guidelines might you use in working with the family of this student? Be prepared to discuss with class.
Guidelines for Working with Culturally Diverse Students Develop cultural consciousness, aware of your own cultural background. Develop knowledge of cultural variability and become knowledgeable about how culture influences the teaching/learning process. Hold high expectations for all students. Spend time reflecting about teaching practices. Build trust with students and parents.
Working with Linguistically Diverse Students Work from the students’ knowledge base. Use demonstrations and gestures. Connect concepts and home cultures. Encourage students to share the new vocabulary in their first language. Pair proficient second language learned with less proficient peers. Highlight key words, repeat and write them. Use simple sentence structure.
Working with Parents from Diverse Backgrounds Be inviting and welcoming. Pronounce names correctly, learn a few words in child’s native language. Reflect students’ heritage in curriculum. Show respect to the parents. Enlist support of translators. Do your best to provide written communication in the parents’ native language. Use parents as resources.
Implement Culturally Responsive Assessment Consider testing environment and how it related to students’ prior experiences. Keep students’ language level in mind. Implement appropriate accomodations. Use variety of authentic assessments (checklists, performance tasks, groups) Provide specific and frequent feedback. Involve students and families as active participants in the assessment process.
Software and Web Resources Zip Zoom Into English zoom/overview.htm zoom/overview.htm A+ Rise: Research-based Instructional Strategies e/ e/ Little Explorers Picture Dictionary
60 Second Lesson Teaching a Concept to a ELL –Draw a picture. –Have students with the same first language explain it in that language. –Re-explain, but simplify the language. –Demonstrate it. –Provide examples and, if necessary, non- examples (i.e., use of non-examples is typical language used in teaching concepts).