TE 352: Immigrant Student Questionnaire Getting to Know Your Students and Their Needs

Due Date: 11/14 (25 points)

When teachers plan, they plan for their students. In our globalizing and diverse world, one size does not fit all. This assignment therefore asks you to design a 10-item questionnaire. You will write the question, provide a detailed rationale for its inclusion in your questionnaire, and then state how the information gained will help you better develop curriculum (i.e. what you will do with the information to help the child learn). While the items will revolve around the special case of immigrant students, much of the information you gather should help you teach all of your students better.

This assignment is meant to help you synthesize what you have learnt thus far in the course (though session nine). Basically, you will need to connect each question with one or two readings from the semester. You will annotate each question with a rationale (approximately half a page) that explains why you think the question is important to ask your student, what the question is getting at, and/or how the information gained might be able to encourage student learning. Of your ten questions, we would like you to come up with two prompts/questions that would allow you to assess the student’s ability in producing conversational (BICS) and academic (CALP) English. You will conclude the assignment by writing a half-page to a full-page explanation of the procedures by which you envision administering this questionnaire.

You might prepare for this assignment by first thinking about the key points of each week’s readings and then framing questions in the context of the issues we have discussed; for example:

First and second generation immigrant differences Protective and risk personal, home and school factors Push and pull factors Family attitudes toward, and abilities with, L1 and L2 Immigrant achievement motivational factors and definitions of success School tracking and access to mainstream US social capital Prior schooling experiences in home country Comfort with classroom experiences and teaching techniques built on ELL best

practices (for example, small group interaction)

The final project should include 10 annotated questions. For each question, you will have to decide whether you want it to be closed-ended or open-ended. Closed-ended questions will be easier for the student to answer, and will provide more comparable answers across the group. Open-ended questions give students a chance to raise issues you might not have thought of. Your final questionnaire should be a mix of open-ended and closed-ended questions.

Rubric for Assessing your Immigrant Student Questionnaire

NOTE: Please include a rubric with your own self-assessment for every assignment you turn in for this course. Please feel free to adjust the rubric if you feel it does not reflect how you would like your work to be evaluated (make any changes in a different colored type font). Please also feel free to give any explanatory notes, or to ask us to read and give feedback in a certain area.

Self Assessment Instructor Assessment

___/10 pointsQuestions

Questions generate information that will be helpful in developing curriculum and supporting academic learning

Questions generate information that will be helpful in developing classroom community, a sense of comfort, and a personal relationship with the student

Question is clearly phrased—students and parents are likely to understand it

At least half of the questions are closed-ended

At least two ELL questions are included (one on BICS, one on CALP)

Questions are logically connected with at least one reading from the course; some questions are connected to more than one reading

___/10 points

___/10 pointsRationale

Questions are annotated with a rationale that identifies and explains the importance of the information sought; that is, you explain what lies behind the question, and how that information will help you teach the student better

Questions include a research-based rationale, with citations provided

___/10 points

___/5 pointsConclusion

Questionnaire includes a paragraph on administration of the survey

Questionnaire is organized according to the directions given

Your writing is concise and clear You use proper grammar and spelling

throughoutTotal: ___/25 Total: ___/25

___/5 points

NOTES:

SOME SAMPLE QUESTIONS FROM PRIOR STUDENTS:

1.When I have a homework assignment that I can’t complete on my own, my _______ helps me complete the task. (Circle all that apply.)

a. My momb. My dadc. My siblingd. My grandparente. My aunt or unclef. Noneg. Other __________

The goal of this question is to not only provide the teacher with a better understanding of the child’s home life, but to also give insight into whether or not there are adults in the household that are educated (high school graduates or higher.) By asking this question it also allows for the teacher to see if any educational support is being given at home. Many researchers have done studies on this topic and have come to the conclusion that parents have a huge impact on the child’s success in the classroom. Unfortunately, in many cases, when it comes to bilingual learners, the parents don’t believe that it will be helpful for them to try and assist with their child’s education therefore, often, no help is given to the student whatsoever. An example of this is in the Journal of Childhood Literacy when it states, “Although Sarah’s mother is a teacher herself, neither she nor her husband had ever thought of themselves as potentially playing a role of teacher in Sarah’s biliteracy development.” (Journal of Childhood literacy 281) Unfortunately, this is a very common problem among both immigrants and native students; thus, by asking this question, it will help the teacher assess if this is an issue they need to address. We as teachers need to understand and embrace the idea that every child comes to the classroom with their own culture, tradition and experiences, and if we can understand the people that act as a support system and influence our students, then we can shape our lessons around the needs of our students and maybe make an effort to include the parents in the learning process. For example, if a child has no support at home, then it might be helpful as a teacher to make sure that extra attention is provided during the school day and that there is an increase in contact with the parents to try and promote a more interactive home environment. Also in the Journal of Childhood Literacy, the author addresses how positive it can be to have the parents actively involved in their child’s learning. It claims, “After the project, “Sarah’s grandmother found herself not a burden, but as a ‘guiding light’ and a broker of valued knowledge.” (Journal of Childhood literacy 282) This quote demonstrates that in many ways, it is not only about the students in the classroom, but their home life as well. If the parents feel that the knowledge they possess can be helpful in some way to their child, it will most likely increase the amount of support they provide, thus helping the child to be more successful in school. After observing my parents (both teachers) in the classroom, I have learned just how important a strong parent-teacher-student relationship is. After going through school with an excellent support system at home, I realize just how lucky I was to have such help waiting for me at my doorstep. That being said, I have also observed some of my friends that were not so lucky and had virtually no support at home. After seeing both

sides, I understand just how beneficial my parents were to my success. Therefore, my hope is to replicate that support for all of my students, in order to help insure that these children have the best chance possible to be successful in school. Although I know that it is improbable to think that every student will have the resources I did, by making an effort to improve each child’s parents’ involvement, maybe this will be the platform they need to excel.

6.Are you originally from this area? If not where are you from and why did you move here?

 ________________________________________________________________________________________________________________________________________________

            Out of all the information we acquire about a student, where they are from is quite possibly one of the most important. Therefore, my goal in asking this question is to find out just that; where the student is from. One great aspect of this question is that it’s phrased in a way that is not specific to immigrant children. A child that is from Florida, for example, could just as easily have an interesting and revealing answer to share. Furthermore, by asking this question, it will give insight into reasons behind the child’s move. If we look at immigration specifically, research has categorized the factors surrounding a family’s choice to leave an area as “push” and “pull” factors. “Religious persecution, political oppression and economic hardship are classic “push” factors.” (Hatch, 1) Therefore, if a child answers this question with a “push” factor, it is likely that they will be very sensitive to the events that took place in their home country. As a teacher, it is vital to know information such as this, because if you are aware that a child has had a negative experience in a specific place, then you can guide conversations and lessons away from that difficult topic. However, even if teaching about that topic is required, if you are aware that the student has a hard time talking about that issue, then you can make the appropriate adjustments. On the other hand, if the student indicates that the reason for their move was a “pull” factor, this can tell the teacher a little about the previous generations of a child’s family. In America, one of the concepts that has drawn people here for hundreds of years has been the idea of economic opportunity. Hatch supports this idea when claiming, “From the earliest days, economic opportunity in America, even in the absence of economic hardship in the homeland, has been a “pull” factor.” (Hatch, 2). Therefore, if a child suggests that this was the reason for their move, it might give the teacher insight into the motivation/ hard working nature of the student, as well as a glimpse into what the student hopes to accomplish here in America. Another reason to ask this question is if there are any children in the class that are not from another country and have lived in one place their whole life, then they most likely don’t have a good understanding of the world around them. Therefore, if the

teacher is made aware of this, then they can be sure to promote unity and “world-mindedness.” In our rapidly evolving world, an increased emphasis has been placed on the problems facing the world as a whole verses individual nations. Therefore, it is vital for us as teachers to encourage the acceptance of other nations and cultures and see the world as one unit with people working together. Pike and Selby also stress this issue when they say, “Education, it is argued, has a role to play in the development of young citizens who demonstrate tolerance of, and respect for, people of other cultures, faiths and worldviews, and who have an understanding of global issues and trends.” (Pike and Selby, 11) Overall, it is very important to understand where your students come from and why they came here. As a teacher, the best way to communicate and connect with your students is to understand their background, even if it is difficult. By acknowledging and accepting each child’s “story” the teacher can create a more positive atmosphere for the child and a stronger student teacher bond.