Latino English Language Learners: Bridging Achievement and Cultural Gaps between Schools and Families

Autor/inn/en	Good, Mary Ellen; Masewicz, Sophia; Vogel, Linda
Titel	Latino English Language Learners: Bridging Achievement and Cultural Gaps between Schools and Families
Quelle	In: Journal of Latinos and Education, 9 (2010) 4, S.321-339 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8431
Schlagwörter	Educational Strategies; Rural Schools; Focus Groups; Parent Participation; Second Language Learning; Interviews; Articulation (Education); Parent School Relationship; English (Second Language); Hispanic Americans; Professional Development; Academic Achievement; Teacher Education; Critical Theory; Acculturation; Cultural Awareness; Achievement Gap; Cultural Differences; Family School Relationship; Colorado + Suchen Sie Ihr Suchwort? Lehrstrategie; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elternmitwirkung; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Articulation; Artikulation (Ling); Artikulation; Aussprache; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Hispanic; Hispanoamerikaner; Schulleistung; Lehrerausbildung; Lehrerbildung; Kritische Theorie; Akkulturation; Cultural identity; Kulturelle Identität; Kultureller Unterschied
Abstract	This qualitative study grounded in critical inquiry and cultural-ecological theory explores barriers to academic achievement for Latino English language learners (ELLs). Parents and teachers were purposefully selected from a rural school district in the Rocky Mountain region to participate in focus group interviews. Findings included barriers related to communication gaps; culture clashes; poorly articulated ELL plans; lack of teacher preparation in multiculturalism, language acquisition, and ELL instructional strategies; and a lack of support systems for families transitioning to a new environment and culture. Recommendations address systemic planning, professional development, ELL program articulation, parental involvement, and culturally responsive support for families. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10