Mexican Migrant Parents’ Access to School Resources and Perceptions of U.S. Schools: The Interstice of Linguistic Structural Realities and Family Cultural Backgrounds

2021 ◽  
pp. 79-101
Author(s):  
Rebecca Campbell-Montalvo ◽  
Anne E. Pfister
Keyword(s):  
School Resources ◽  
Cultural Backgrounds ◽  
Mexican Migrant ◽  
Migrant Parents

scholarly journals The Burden of Difference? School Welfare Personnel’s and Parents’ Views on Wellbeing of Migrant Children in Finland

2012 ◽  
pp. 31-50 ◽  
Author(s):  
Minna Säävälä
Keyword(s):  
Special Education Teachers ◽  
Native Language ◽  
School Personnel ◽  
Migrant Children ◽  
Language Teachers ◽  
Cultural Backgrounds ◽  
Negative Attitudes ◽  
Individual Interviews ◽  
Helsinki Metropolitan Area ◽  
Migrant Parents

The school welfare system faces a challenge in the linguistically and culturally diversifying school. This article examines how school welfare personnel, native language teachers, and migrant parents conceptualize the wellbeing of migrant children in Finland. The data analyzed by thematic content analysis consists of group and individual interviews of a total of 47 persons: nurses, psychologists, social workers, a headmaster, special education teachers, native language teachers, and migrant parents in the Helsinki metropolitan area. The school welfare professionals and migrant parents views stressed different factors as risks and resources of migrant childrens wellbeing. In school welfare personnels view, school wellbeing is secured by downplaying difference between children of diverse cultural backgrounds; moreover, they do not see negative attitudes, discrimination, or bullying of migrant children as a particular problem. Migrant parents and native language teachers in turn consider or at least fear their childrens wellbeing to be jeopardized by social exclusion, prejudice or discrimination. The school personnel find it difficult to recognize the power imbalance between minorities and the national majority that lies behind these different conceptualizations. This reduces trust and impedes the cooperation of migrant homes and school, particularly in situations when an intervention is imperative for securing child wellbeing.

Clinical Impressions of How Young Children Use AAC at Home and in Child Care Settings: A Canadian Perspective

2010 ◽  
Vol 19 (1) ◽  
pp. 21-28
Author(s):  
Kathryn Wishart
Keyword(s):  
Child Care ◽  
Young Children ◽  
High Tech ◽  
Speech Language Pathologists ◽  
Cultural Backgrounds ◽  
Community Based ◽  
Multicultural Community ◽  
Canadian Perspective ◽  
Communication Devices ◽  
Stakeholder Input

Abstract Speech-language pathologists, working in a multicultural, community-based environment for young children with special needs in Vancouver, Canada, collected information on 84 clients using AAC from a chart review. The speech-language pathologists collected additional usage information and attended a group interview to discuss barriers and facilitators of AAC. Thirty-one percent of the children were using AAC. Children aged between 16 and 72 months typically relied on multiple modes of communication, including sign, communication boards and binders, and low- and high-tech communication devices. All of the children used at least one type of unaided mode. Fifty-five percent used pictures or communication boards/displays, and 29% used technology with speech output. Similarities in usage of AAC were noted in home and child-care settings with increased use of unaided in homes and a slightly increased use of aided communication in child care settings. Speech-language pathologists reported that the time needed for AAC intervention as well as limited funding for high-tech devices continue to be major barriers. Additional research is needed to describe current AAC practices with young children particularly from minority linguistic and cultural backgrounds. Stakeholder input is needed to explore perceptions of children's usage of AAC in daily life with familiar and unfamiliar communication partners.

International Students' Perceptions of Living With Roommates From Different Cultural Backgrounds

2012 ◽  
Author(s):  
Wonjin Sim ◽  
Christa Close ◽  
Ashley Dandridge ◽  
Sushma Kumble ◽  
Jessica Stahl
Keyword(s):  
International Students ◽  
Cultural Backgrounds

Kegiatan pembelajaran sebagai upaya dalam menstimulus perkembangan sosial-emosional anak usia dini

2020 ◽  
Vol 3 (1) ◽  
pp. 43-57
Author(s):  
Aghnaita Aghnaita ◽  
Ajeng Almira Salsabila ◽  
Camelia Hanik ◽  
Maulida Syafitri ◽  
Norhayani Norhayani ◽  
...  
Keyword(s):  
Early Childhood ◽  
Social Development ◽  
Emotional Development ◽  
Learning Activities ◽  
Primary Data ◽  
Social Emotional ◽  
Cultural Backgrounds ◽  
Childhood Education ◽  
Surrounding Environment ◽  
Stimulation Of

This study aims to determine the emotional social development of early childhood in Integrated Early Childhood Education Tarbiyatul Athfal UIN Antasari Banjarmasin as well as the form of learning activities undertaken as an effort to stimulate the emotional social development. The research method used is qualitative research on 6 children and learning activities that can stimulate children's emotional emotional development as primary data. Based on research conducted, the results obtained that the child's emotional social development tends to be unstable. Children often prefer to play alone. Nevertheless, children also begin to show interest in hanging out in the surrounding environment and doing play activities together. In addition, there are several factors influence, such as: social emotional experiences of children, gender differences, differences in family and cultural backgrounds, and parenting. While the form of learning activities that are pursued in the form of stimulation of children's emotional social development include: routine activities of reading Asmaul Husna and short surahs, filling in journals, playing indoor, and conducting learning activities. The activity was carried out through exemplary methods, sharing learning, and collaborative games.

Unstandardizing Testing: Low-Scoring American Minority Students in the Crosshairs of Conservative Policymakers

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Sami Chedhli Nighaoui
Keyword(s):  
Critical Race Theory ◽  
Minority Students ◽  
Standardized Tests ◽  
Feedback Mechanism ◽  
Cultural Bias ◽  
Testing System ◽  
Quantitative Methodology ◽  
Race Theory ◽  
Cultural Backgrounds ◽  
Opt Out

That standardized tests do not accurately assess the true competencies of minority test takers is a widely shared claim among conservative educationists. The opt-out-of-testing community has lately grown unprecedentedly vocal in several states, questioning even more seriously the accountability of the testing system altogether. This paper adopts a Critical Race Theory perspective to investigate the conceptual underpinnings of conservative criticism as well as the interpretations made popular using quantitative methodology. The key premise of this paper is that a colorblind approach to testing understates the importance of a range of unquantifiable variables, mainly the linguitic and cultural backgrounds of the test takers, in determining assessment outcome. It attempts to demonstrate where specifically standardized tests may not be used as a reliable feedback mechanism and suggests that a more flexible assessment paradigm be considered, one that engages learning quality followup to keep cultural bias to a strict minimum.          

Ungkapan Bermakna Budaya Masyarakat Nelayan (Suatu Kajian Antropolinguistik)

2019 ◽  
Vol 6 (3) ◽  
Author(s):  
Irma Maria Lontoh ◽  
Jenny Hilda Pakasi ◽  
Martha Salea-Warouw
Keyword(s):  
Coastal Area ◽  
Noun Phrases ◽  
Cultural Meanings ◽  
Cultural Backgrounds ◽  
Language And Culture ◽  
North Sulawesi ◽  
Community Language

The fishermen community is a community found in North Sulawesi, especially in the coastal area of Sario-Malalayang, Manado. With different cultural backgrounds, ethnicities, this group has its own uniqueness, especially in language. This research succeeded is finding expressions in the fishermen community in the coastal area of Sario-Malalayang. These expressions consist of forms of words, phrases, and clauses in accordance with the lingual forms of theory from Widdowson (1997: 3). The results of the study found a number of lingual forms in affixed words, which had a similar prefix as in the words ba-daseng, ba-kintu, ba-tono, ba-saoh, ba-pake. In addition, the majority of phrases contained in the results of the study are predominantly dominated by noun phrases, such as in the lips phrases of napo, puru loe, coolies, ikang itching, mulu sosoroka, gargantang tubir.This research also succeeded in exploring and discovering cultural meanings. The meanings in the form of words, such as ‘badaseng’, ‘sunga’, then the form of a phrase, like ‘puru loe’, ‘mulu sosoroka’, then sentence expressions in the form of expressions like ‘udang deng katang so kurang sama’, ‘kase wora mar jang talapas’, ‘karja cuma sampe di kuli aer’, etc. The expressions encountered generally contain various cultural meanings, namely advice, satire, ridicule, seduction, warning, insults, and despair. Based on the conclusion, the researcher suggests to the next researcher, to be more comprehensive related to the use of Manado Malay language expression in different background and contexts in order to get a whole description about expressions system of Manado Malay language, especially in the fishermen community in North Sulawesi.Keywords: fishermen community, language and culture

Pola Implementasi Gerakan Literasi Sekolah Di SMP Negeri 5 Malang

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Saiful Rahman ◽  
Akhsanul In’am
Keyword(s):  
High School ◽  
Junior High School ◽  
Reading Ability ◽  
Junior High ◽  
The State ◽  
School Resources ◽  
Lifelong Learners ◽  
Writing Ability ◽  
Reading Clubs ◽  
Using Data

Abstract:Description Alternative: Abstract: The students 'reading ability is low, it certainly affects the students' writing ability. Implementation of the School Literacy Movement at the stage of habituation to reading, the lack of assistance in extracurricular reading clubs that are scheduled at the State Junior High School 5 Malang. This study aims to foster students' character through the culture of school literacy that embodies the Implementation of the School Literacy Movement so that students of SMP Negeri 5 Malang become lifelong learners. This study uses a qualitative approach with a descriptive type that describes the School Literacy Movement in State Junior High School 5 Malang by using data collection techniques of observation, interviews, and documentation. The results showed that: 1) The habituation phase was carried out by way of students bringing reading books from home or borrowing books to the library. At this stage a class reading corner was prepared, reading 15 minutes before learning began, and a literacy journal; 2) The Development and Learning Phase increases the school resources especially at the State Junior High School 5 Malang, namely the existence of a reading corner in each class, an increase in the number of books, a 30-minute reading club, and a product of the School Literacy Movement.Keywords: School Literacy Movement, Habituation, Development, and Learning Abstrak: Kemampuan membaca peserta didik tergolong rendah pasti berpengaruh terhadap kemampuan menulis peserta didik. Implementasi Gerakan Literasi Sekolah pada tahap pembiasaan minat baca, kurangnya pendampingan pada ekstrakurekuler club baca yang di agendakan di Sekolah Menengah Pertama Negeri 5 Malang.  Penelitian ini bertujuan untuk menumbuhkembangkan budi pekerti peserta didik melalui pembudayaan literasi sekolah yang mewujudkan dalam Implementasi Gerakan Literasi Sekolah supaya peserta didik SMP Negeri 5 Malang menjadi pembelajar sepanjang hayat. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif yang mendeksripsikan Gerakan Literasi Sekolah di Sekolah Menengah Pertama Negeri 5 Malang dengan  menggunakan teknik pengumpulan data observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukan bahwa: 1) Tahap Pembiasaan dilaksanakan dengan cara peserta didik membawa buku bacaan dari rumah atau meminjam buku ke perpustakaan. Pada tahap ini sudah disiapkan pojok baca kelas, membaca 15 menit sebelum pembelajaran dimulai, dan jurnal literas; 2) Tahap Pengembangan dan Pembelajaran meningkatkan sumber daya sekolah khusnya di Sekolah Menengah Pertama Negeri 5 Malang yaitu adanya pojok baca di masing-masing kelas, penambahan jumlah buku, adanya club baca 30 menit, dan hasil produk Gerakan Literasi Sekolah. Kata Kunci: Gerakan Literasi Sekolah, Pembiasaan, Pengembangan dan Pembelajaran

Pola Implementasi Gerakan Literasi Sekolah Di SMP Negeri 5 Malang

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Syaiful Rahman
Keyword(s):  
High School ◽  
Junior High School ◽  
Reading Ability ◽  
Qualitative Approach ◽  
School Resources ◽  
Development Phase ◽  
Writing Ability ◽  
Habituation Phase ◽  
Phase Development ◽  
Pattern Of Implementation

Abstract: The students 'reading ability is low, it certainly affects the students' writing ability. Implementation of the School Literacy Movement is a solution to students' low reading ability. This study aims to describe the pattern of Implementation of School Literacy Movement that took place in SMP Negeri 5 Malang. This study uses a qualitative approach with a descriptive type that describes the School Literacy Movement in SMP Negeri 5 Malang. Data collection techniques using observation, interviews, and documentation. The results showed that the pattern of implementation of school literacy measures in SMP Negeri 5 Malang included: 1) The habituation phase was carried out by way of students bringing reading books from home or borrowing books to the library. At this stage a class reading corner was prepared, reading 15 minutes before learning began, and a literacy journal; 2) The Development and Learning Phase increases the school resources especially at the State Junior High School 5 Malang, namely the existence of a reading corner in each class, an increase in the number of books, a 30-minute reading club, and a product of the School Literacy Movement.Keywords: School Literacy Movement, Habituation Phase, Development Phase, LearningAbstrak: Kemampuan membaca peserta didik tergolong rendah pasti berpengaruh terhadap kemampuan menulis peserta didik. Implementasi Gerakan Literasi Sekolah menjadi solusi atas kemampuan membaca siswa yang rendah.  Penelitian ini bertujuan untuk mendeskripsikan pola Implementasi Gerakan Literasi Sekolah yang berlangsung di SMP Negeri 5 Malang. Penelitian ini menggunakan pendekatan kualitatif dengan jenis deskriptif yang mendeksripsikan Gerakan Literasi Sekolah di SMP Negeri 5 Malang. Teknik pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukan bahwa pola implementasi geakan literasi sekolah di SMP Negeri 5 Malang meliputi: 1) Tahap Pembiasaan dilaksanakan dengan cara peserta didik membawa buku bacaan dari rumah atau meminjam buku ke perpustakaan. Pada tahap ini sudah disiapkan pojok baca kelas, membaca 15 menit sebelum pembelajaran dimulai, dan jurnal literas; 2) Tahap Pengembangan dan Pembelajaran meningkatkan sumber daya sekolah khusnya di Sekolah Menengah Pertama Negeri 5 Malang yaitu adanya pojok baca di masing-masing kelas, penambahan jumlah buku, adanya club baca 30 menit, dan hasil produk Gerakan Literasi Sekolah.Kata Kunci: Gerakan Literasi Sekolah, Tahap Pembiasaan, Tahap Pengembangan,  Pembelajaran

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