Teacher Voices: Immigration, Language and CultureReport as inadecuate

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This report presents stories of six teachers who believe in the power and promise of immigrant students and English language learners. Their stories begin to help readers understand the assets these groups of students bring to classrooms, the challenges they--both students and teachers--face, and the role that teachers and schools play in their students' lives. The teachers profiled in this report put forth a wide variety of topics and opinions. But two themes came up consistently. One theme is the complexity of the terms "immigrant" and "English language learners" because it includes so many kinds of student personal histories, languages, cultures, ages, education backgrounds, and family and community structures. The other theme is the need for a national immigration policy that encourages and supports all students to attend college and join the workforce. This report is the fifth in the College Board's Teachers Are the Center of Education series, developed to present the great work taking place in classrooms. (This report was conceptualized and written by the College Board, the National Writing Project and Phi Delta Kappa International.)

Descriptors: Immigrants, English (Second Language), Second Language Learning, Differences, Limited English Speaking, Language Proficiency, Language Role, English, Cultural Differences, Individual Differences, Educational Background, Needs Assessment, Public Policy, Immigration, Educational Opportunities, Employment Opportunities, Story Telling, Writing Across the Curriculum, Group Dynamics, Cooperative Learning, Individualized Instruction

National Writing Project. University of California, 2105 Bancroft Way #1042, Berkeley, CA 94720-1042. Tel: 510-642-0963; Fax: 510-642-4545; e-mail: nwp[at]writingproject.org; Web site: http://www.nwp.org

Author: National Writing Project NJ1

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4161&id=ED519458


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