Transiency in Urban Schools
Challenges and Opportunities in Educating ELLs With a Migrant Background
Dados Bibliográficos
| ID | 9728792 |
|---|---|
| Autores | Aida A Nevárez-La Torre (Fordham University, New York, NY, USA, autor correspondente) |
| Ano | 2012 |
| Volume | 44 |
| Fascículo | 1 |
| Páginas | 3-34 |
| Data de publicação | 2012-01-01 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | Education and Urban Society (JOURNAL) |
| Identificadores do periódico | ISSN: 0013-1245 • E-ISSN: 1552-3535 |
| Editora | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0013124510380911 |
| OpenAlex | W2149507646 |
| Idioma | EN |
| Referências citadas | 36 |
Many urban classrooms are facing an influx of students who are transient, part of migrant families who decide to reside in cities and large urban centers looking for financial stability and better educational opportunities for their children. This represents a different challenge for English as a second language, bilingual, and mainstream teachers who might not be equipped to work with English language learners (ELLs) who have a transient background and speak a language for which few instructional resources exist. Reviewing the scholarly literature, the author investigates salient issues of providing quality education for the sons and daughters of migrant workers, who before residing in urban areas experienced a nomad lifestyle while working migrant jobs. The author also poses some of the promising practices that have been suggested by academicians and practitioners to address the many challenges of educating highly mobile ELLs
Bilingual education · Ell · English language · English-language learner · Immigration · Mainstream · Mathematics education · Pedagogy · Political science · Public relations · Salient · Sociology · Teaching method · Vocabulary development · Work (physics · Education Systems and Policy · Multilingual Education and Policy · Parental Involvement in Education · Psychology
Improving Schooling for Language-Minority Children
Close to home
Educating English Language Learners
Foundations of Bilingual Education and Bilingualism
English Learners Left Behind
Exploratory Practice
The Output Hypothesis
The input hypothesis
Teaching in two languages
Negotiating the Rough Ground between ESL and Mainstream Teachers
Teachers as Intellectuals
The Undocumented
Migrant worker children
Teacher to teacher
School mobility and achievement
Language, culture, and community in teacher education
Predictors of Mainstream Teachers' Attitudes toward ESL Students
Teacher Study Groups
Reflections on the Impact of Teacher-Researcher Collaboration
Influencing Latino Education
Uprooting Children
Linguistically Responsive Teacher Education
Challenging Current Notions of "Highly Qualified Teachers" through Work in a Teachers' Inquiry Group
Placing Equity Front and Center
The Causes and Consequences of Student Mobility
The Human Cost of Food
| Velocidade de citação | historical |
|---|---|
| Altamente citado | Não |