Latino Immigrant Students in Southern Schools: What We Know and Still Need to Learn

Autor/in	Sox, Amanda K.
Titel	Latino Immigrant Students in Southern Schools: What We Know and Still Need to Learn
Quelle	In: Theory Into Practice, 48 (2009) 4, S.312-318 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-5841
Schlagwörter	Second Language Learning; Immigration; Immigrants; English (Second Language); Limited English Speaking; Teacher Education; Social Bias; Knowledge Base for Teaching; Educational Environment; Safety; Dropouts; Educational Policy; Educational Practices; Classroom Techniques; Social Integration; Hispanic American Students + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Immigrant; Immigrantin; Immigranten; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerausbildung; Lehrerbildung; Teaching theory; Theory of teaching; Unterrichtstheorie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sicherheit; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Politics of education; Bildungspolitik; Bildungspraxis; Klassenführung; Soziale Integration; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin
Abstract	Recent immigration to the southern United States has created challenges for educators. This article synthesizes current works about the education of immigrants and English language learners (ELLs) in the South, and teacher preparation for working with ELLs. Reviewed studies revealed that immigrant and ELL students often are unwelcome and unwanted in the schools, and are discriminated against due to their perceived or actual immigration status both on state and local levels. In addition, teachers in southern schools are unprepared to work with immigrant and ELL youth. The author discusses the implications of this research for educators, administrators, and school district personnel in southern schools, and provides some suggestions for addressing these issues. (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