EDUC 2301: Introduction to Special Populations

Immigrants in AmericaImplications for Our Schools and Society

A Changing Society

Immigration Eras

• Classic Period 1880-1930– Assimilated by 3rd or 4th 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

http://vimeo.com/26288723

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 http://teacher.scholastic.com/products/zipzoom/overview.htm

• A+ Rise: Research-based Instructional Strategies http://20www.arisek12.com/index.php/site/

• Little Explorers Picture Dictionary http://www.enchantedlearning.com/Home.html

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).