Newcomers: Culture and Language Experiences of Mexican Students Arriving in a California School

Autor/in	Arellano, Jairo
Titel	Newcomers: Culture and Language Experiences of Mexican Students Arriving in a California School
Quelle	(2009), (202 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Santa Barbara
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-1185-7
Schlagwörter	Hochschulschrift; Dissertation; Second Language Learning; Foreign Countries; School Support; English (Second Language); Principals; Public Education; Mexican Americans; Achievement Tests; Scores; Academic Achievement; Student Needs; Cultural Awareness; Acculturation; Student Adjustment; Mainstreaming; English Language Learners; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Zweitsprachenerwerb; Ausland; Schulförderverein; English as second language; English; Second Language; Englisch als Zweitsprache; Principal; Schulleiter; Öffentliche Erziehung; Hispanoamerikaner; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung; Cultural identity; Kulturelle Identität; Akkulturation; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kalifornien
Abstract	Over the years, the educational system has faced many different challenges. The pressure to raise test scores can be felt at every educational campus. A close examination of public education today reveals the need to create support systems for students that struggle socially and academically. One of the challenges faced by school systems are newly arriving students from other countries. One group of newly arriving students is those from Mexico. New arrivals from Mexico present a challenge that many educational campuses are not ready for today. These students need special attention so their needs are met in the areas of language acquisition, cultural experience, and academic instruction. This study examines how educational institutions can understand and support these new arrivals and how the academic instruction can be provided to make sure they successfully incorporate into the mainstream educational system. This is a qualitative study of school support. I interviewed several students, parents, teachers, and a school principal at a magnet school for new arrivals. The findings suggest that systems of support in school make significant impact on student learning for these students. There were three areas identified throughout this study: language acquisition, instruction, and cultural competence. This study also branded the need to identify "Newcomers" and provide additional services when necessary as well as the sustainment of a progress monitoring structure in place to support them. Additionally, it is important to underline the need for assessment procedures used within this population that have validity for English Language Learners. Systems of support for new arrivals are necessary and are particularly promising for English learners. Findings from this study suggest the importance of creating systems of support in the area of language acquisition, cultural experience, and academic instruction. This information can be used by collaborative educational communities, school administrators, and also parents. Additionally, this study shows how systems of support enhance areas of academic value for new arrivals (Newcomers): language acquisition, academic, and cultural experiences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10