Teacher Education Goes Global
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Janice Kroeger Module
Course Name: Curriculum & Instruction, Early Childhood Education
Module Title: Responsive Schools: Immigration & Student's needs
Module Description: Global learning outcomes entail helping students to understand the impact of globalization upon daily life and learning as well as how people of differing communities impact each other’s life choices in everyday interactions. This module is designed to interrogate and to help students understand mainstream discourses about national or cultural newcomers in new ways. Ultimately, students will better understand the changing demographic of their communities and schools and be equipped to engage with difference in an “inquiry based” and constructive way. As teachers, students will be met with moral and ethical decisions in the future workplace of the school, and knowing their obligations to young students and immigrant families will promote their professional security and success.
Global Learning Outcomes Addressed: Knowledge: Demonstrates knowledge of other cultures (beliefs, values, perspectives, practices, and products).||Skill: Adapts his/her behavior to interact effectively with those who are different.
Time Required: Two (3 hour) sessions and some outside research/reading on the part of the students. Two book reviews can accompany this module.
Resources: Readings as Resources

A.Y. “Fred” Ramirez (2008). Immigrant Families and Schools: The Need for a Better Relationship. In, Other Kinds of Families: Embracing Diversity in Schools. (Eds. Turner-Vorbeck & Miller Marsh). 28-45.

Bruns, D. A & Corso, R. M. Working with Culturally & linguistically Diverse Families. ERIC Clearinghouds on Elementary and Early Childhood Education, Digest, August, 2001. EO-PS-01-4

Ginsberg, M. (2007). Lessons at the Kitchen Table. Educational Leadership. 56-61.

Okagaki, L. & Diamond, K. (2000). Responding to Cultural and Linguistic Differences in the Beliefs and Practices of Families with Young Children. Young Children.

National Center for Children in Poverty (www.nccp.org) Basic Facts about Low-Income Children, 2009-Children under age 6.

Watkins, R., & Quinones-Eatman, J. (2005). An Introduction to Cross-Cultural Communication. Working with Linguistically Diverse Families. (Eds. Santos, Rosa Milagros, Corso, Robert M., and Fowler, Susan A.) pp. 03-15

Other Resources:
Demographic Trends

Johnson, J.H. &Kasarda, J.D. (2011). Six disruptive trends: what the 2010 census will reveal. Frank Hawkins Institute of Private Enterprise. Retrieved from http://www.keneninstitute.unc.edu/2010CensusTrends

Pew Research Center (November, 2010). The decline of marriage and rise of new families: A social and demographic trends report. Retrieved from
http://www.pewsocialtrends.org/files/2010/11/pew-social-trends-2010-families.pdf

Pew Social Trends (n.d.). Quiz: Attitudes about the changing American family. Retrieved from:
http://www.pewsocialtrends.org/attitudes-about-the-changing-american-family/

The Network on Transitions to Adulthood. (February, 2001). “Modern Family” indeed: Marriage and family trends and Americans’ views on changing family. Retrieved from http://transitions.s410.sureserver.com/?p=497

Immigrants who are they, rights and responsibilities in Plyer V Doe (teaching responsibilities)

10 Myths about Immigration (Spring, 2001). Teaching Tolerance Magazine, 39. Retrieved from: http://www.tolerance.org/magazine/number-39-spring-2011/10-myths-about-immigration

Immigration Myths and Facts (January, 2008). Immigrants’ Rights Project. American Civil Liberties Union

PBS Independent Lens. The New Americans [Video files]. Retrieved from http://www.pbs.org/independentlens/newamericans/

L1 & L2; and Assimilation v Aculturation

PBS.ORG. Stories from Angel Island

Coballes-Vega, C. (1992). Considerations in teaching culturally diverse children (ED341648). Washignton, D.C.: Eric Clearinghouse on Teacher Education. Retrieved from http://www.ericdigests.org/1992-4/diverse.htm

Hunter, J. (1990). Undocumented children in the schools: Successful strategies and policies. (ED321962). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. Retrieved from http://www.ericdigests.org/pre-9217/children.htm

McLaughlin, B. (1995).Fostering second language development in young children: Principles and practices. Washington, D.C.: National Center for Research on Cultural Diversity and Second Language Learning. Retrieved from http://www.cal.org/resources/digest/ncrcds04.html

North Central Regional Educational Library. (1998). Critical issues: Meeting the diverse needs of young children. Retrieved from http://www.ncrel.org/sdrs/areas/issues/students/earlycld/ea400.htm

Olson, L. (2000). Mixed needs of immigrants pose challenges for schools. Education Week, 20(4), 38–40.

Swartz, W. (1996). Immigrants and their educational attainment: Some facts and findings. (ERIC Digest, Number 116) New York, NY. Eric Clearinghouse on Urban Education. Retrieved from http://www.ericdigests.org/1997-3/immigrants.html


(Arnhalt 1)

Berry, J.W. (1997). Immigrations, acculturation, and adaptation. Applied Psychology: An International Review, 46, 5-34.

Kindler, A. K. (2002). Survey of the states’ limited English proficient students and available educational programs and services: 2000-2001 summary report. Washington, DC: National Clearinghouse for English Language Acquisition and Language Instruction Educational Programs.

National Clearinghouse for English Language Acquisition. (2004). Ohio Rate of LEP growth: 1992/1993-2002/2003. Washington, DC: Author. Retrieved from http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/

Rhodes, R. L., Ochoa, S. H., & Ortiz, S. O. (2005). Assessing culturally and linguistically diverse students: A practical guide. New York: Guilford Press.

Sattler. J.M. (1998). Clinical and forensic interviewing of children and families: Guidelines for the mental health, education, pediatric, and child maltreatment fields (pp. 258-280). San Diego: Jerome Sattler, Inc.

(Arnhalt 2)
Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. San Diego: College Hill Press.

Gopaul-McNicol, S., & Thomas-Presswood, T. (1998). Working with linguistically and culturally different children: Innovative clinical and educational approaches. Boston, MA: Allyn and Bacon.

Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students’ long-term educational achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence.


NCLB and responsibilities to English Language Learners in schools

Capps, R., Fix, M., Murray, J., Ost, J., Herwantoro, S., Zimmermann, W., & Passel, J. (December, 2004). Promise or Peril: Immigrants, LEP Students and the No Child Left Behind Act. Washington, D.C.: The Urban Institute.

Mendez-Bray, T. (n.d.). The n-game.

Walters, N.P. & Trevelyan, E.N. (November, 2011) Newly arrived foreign-born population of the United States: 2010 (American community survey brief). Washington, D.C.: United States Census Bureau.
Module: View Module
Comment
This is a valuable module, especially the goal of understanding "demographic trends in poverty, immigration and national origin that are happening currently in the educational contexts and to deconstruct popular negative opinions of immigrant families and their impact on the U.S. economy." Helping teacher candidates to not view certain students as "the other" and look to those students as valuable contributors to the overall classroom learning and environment (as well as the community in general) is needed, and your module is targeted to this end. You have included an impressive list of resources. The language activity is excellent; speakers frequently do not realize how frustrating it is to be forced into speaking a certain way, and experiencing such a situation has an impact on approaches to helping ELLs with language learning. -Brenda Dales

Comment
Janice, I appreciate your careful scaffolding progression in this module. First you activate prior knowledge and provide them a solid knowledge base for immigrant families and culturally relevant practices with family involvement. Next you get students actively engaged in research through web quest games and activities, and finally through an application question you promote an advocacy stance related to the immigrant child and family. Thanks for the multiple resources you have provided! Ruth Oswald

Comment
This module is a careful and purposeful walk through the content area. I like the the flow of this module, and I think students will appreciate the attention paid to the steps that will lead to mastery. I think Brenda's "scaffold" comment is entirely appropriate.

Comment
Thank you for reviewing the module Ruth, Darrell and Brenda. You'll now find the module and resources cleaned up a bit. Additionally the reader can access a couple of the most important primary sources.