"Gateway" Districts Struggle to Serve Immigrant Parents

Autor/in	Maxwell, Lesli A.
Titel	"Gateway" Districts Struggle to Serve Immigrant Parents
Quelle	In: Education Week, 32 (2012) 6, S.1 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0277-4232
Schlagwörter	Foreign Countries; Immigrants; Public Schools; Enrollment; English (Second Language); Second Language Learning; English Language Learners; Second Language Instruction; Population Growth; Population Trends; Second Language Programs; Program Implementation; Parent School Relationship; Civil Rights; Social Discrimination; Family Literacy; Administrator Responsibility; Arkansas; Georgia; Louisiana; Marshall Islands; Mexico; New York; North Carolina; Virginia + Suchen Sie Ihr Suchwort? Ausland; Immigrant; Immigrantin; Immigranten; Public school; Öffentliche Schule; Einschulung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Population increase; Bevölkerungswachstum; Bevölkerungsprognose; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Bürgerrechte; Grundrechte; Zivilrecht; Soziale Benachteiligung; Soziale Schließung; Marshall-Inseln; Mexiko
Abstract	As thousands of communities--especially in the South--became booming gateways for immigrant families during the 1990s and the early years of the new century, public schools struggled with the unfamiliar task of serving the large numbers of English-learners arriving in their classrooms. Instructional programs were built from scratch. Districts had to train their own teachers to teach English to non-native speakers or recruit teachers from elsewhere. School staff members had to figure out how to communicate with parents who spoke no English. But even as immigration has slowed or stopped in many places, and instructional programs for English-learners have matured, serving immigrant families and their children remains a work in progress in many public schools, especially those in communities that are skeptical, or sometimes hostile, to the newcomers. Communicating with parents who do not speak English is proving to be a big challenge for districts facing immigrant influxes for the first time. The author reports on how schools falter at keeping ELL families in the loop. (ERIC).
Anmerkungen	Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail: customercare@epe.org; Web site: http://www.edweek.org/info/about/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10