More than an English Language Learner: "Testimonios" of Immigrant High School Students

Autor/in	Olivares-Orellana, Estrella
Titel	More than an English Language Learner: "Testimonios" of Immigrant High School Students
Quelle	In: Bilingual Research Journal, 43 (2020) 1, S.71-91 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2019.1711463
Schlagwörter	Immigrants; Personal Narratives; High School Students; Power Structure; Student Attitudes; English (Second Language); Second Language Learning; Self Concept; Cultural Awareness; Teaching Methods; Student Placement; Journal Writing; Immigration; Family Relationship; Parent Child Relationship; Violence; Poverty; New York + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Erlebniserzählung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Cultural identity; Kulturelle Identität; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerpraktikum; Zeitschriftenaufsatz; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Gewalt; Armut
Abstract	This article examines immigrant students' stories through the documentation of their "testimonios." Given the high number of immigrant students in public schools, it is imperative for teachers and teacher educators to have an idea of their perspectives, experiences, and identities. In educational settings, "testimonios" have the ability to unsettle power dynamics and position students as knowers. This exploration answers questions Lin Goodwin posed seventeen years ago and felt the need to engage again in 2017. Some of those questions are "What, if anything, is different in terms of who is in the classroom now? Are teachers any more prepared to work with immigrant children? Immigration and immigrants are indelibly woven into the fabric of American history, so any discussion about the education of immigrant children is embedded in an ongoing socio-historical conversation. This article explores the stories of a small group of immigrant students attending high schools in Long Island, a New York suburb that receives large numbers of Central American immigrant youth. Adequately understanding and attending to the unique realities of students with diverse backgrounds is a significant duty, yet a necessary one in order to serve students properly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01