Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education

2020 ◽  
pp. 266-282
Author(s):  
Kristin W. Kibler ◽  
Luciana C. de Oliveira
Keyword(s):  
United States ◽  
Professional Learning ◽  
Formal Education ◽  
School Personnel ◽  
The United States ◽  
Promising Practices ◽  
Support Resources ◽  
Interrupted Formal Education ◽  
Entering Students ◽  
Additional Support

This chapter reviews the academic literature on late-entering students with interrupted formal education (SIFE), many of whom are refugees or asylum seekers, in order to gain a better understanding of how to serve these students and support their teachers. The literature suggests that school personnel who are serving late-entering SIFE (i.e., arriving in the United States at high school age) require additional support, resources, and on-going professional learning. The purpose of this chapter is to provide recommendations for district-wide professional learning based upon the challenges and promising practices that emerged in the literature review. Although this chapter focuses on the educational context in the United States, the recommendations may apply elsewhere.

The Lives, Aspirations, and Needs of Refugee and Immigrant Students With Interrupted Formal Education (SIFE) in a Secondary Newcomer Program

2016 ◽  
Vol 55 (7) ◽  
pp. 1021-1044 ◽  
Author(s):  
Rabia Hos
Keyword(s):  
United States ◽  
Secondary Schools ◽  
Formal Education ◽  
Research Study ◽  
Immigrant Students ◽  
Academic Skills ◽  
The United States ◽  
Refugee Students ◽  
Interrupted Formal Education ◽  
Newcomer Program

Secondary schools in the United States have been changing with the increased arrival of refugee students with interrupted formal education (SIFE), especially at the secondary schools. Refugee SIFE are faced with barriers developing both language and academic skills. This article describes some of the findings of an ethnographic research study that was conducted in an urban secondary newcomer program with SIFE in Northeast United States. The findings suggest that the refugee SIFE were in dire need of psychological support, had many responsibilities outside of school, and had high aspirations for the future despite their limited knowledge of the U.S. educational system.

scholarly journals Co-Designing and Evaluating a Self-Care Curriculum of an App for Chinese Immigrant Caregivers

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 507-508
Author(s):  
Ying Wang ◽  
Mandong Liu ◽  
Iris Chi
Keyword(s):  
Mental Health ◽  
United States ◽  
Physical Health ◽  
Self Care ◽  
The United States ◽  
The Self ◽  
Community Resources ◽  
Chinese Immigrant ◽  
Knowledge And Skills ◽  
Support Resources

Abstract Chinese immigrant caregivers face unique self-care difficulties in the United States due to language barriers, cultural isolation, and occupational stress. This study aimed to conduct a formative evaluation on a caregiver self-care curriculum of an app designed for Chinese immigrants in the United States. Using a co-design approach in 2019, 22 Chinese immigrant caregivers in Los Angeles county were recruited through purposive sampling method. The directed content analysis was adopted to analyze the qualitative data using NVivo 12.1.0 software. We organized the findings under two main contents: self-care and caregiving. Three categories were identified under the self-care content: physical health, emotional and mental health, and support resources. Sixteen subcategories under physical health (e.g., dietary supplements), five subcategories under emotional and mental health (e.g., depression) and eight subcategories under support resources (e.g., support and networking group, senior center) are suggested. Two categories were identified under the caregiving content: caregiving knowledge and skills, and community resources. Fourteen subcategories under caregiving knowledge and skills (e.g., care assessment) and six subcategories under community resources (e.g., medical emergency call) were mentioned. With this useful information, we could further refine the self-care curriculum to be more linguistically, culturally and occupationally sensitive for Chinese immigrant caregivers. Empowerment approach for enhancing the ability to caregiving and self-care should be emphasized in content design for immigrant caregivers. The co-design approach is crucial for planning of the program and intervention curriculum to improve understanding of the users’ needs and better cater them.

Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

2020 ◽  
pp. 1-4
Author(s):  
Madhusudan Ganigara ◽  
Chetan Sharma ◽  
Fernando Molina Berganza ◽  
Krittika Joshi ◽  
Andrew D. Blaufox ◽  
...  
Keyword(s):  
United States ◽  
Online Learning ◽  
United States Of America ◽  
Formal Education ◽  
Medical Training ◽  
Nationwide Survey ◽  
The United States ◽  
Negative Consequences ◽  
Paediatric Cardiology ◽  
The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

Towards a redefinition of the role of the court interpreter

Interpreting ◽  
1998 ◽  
Vol 3 (1) ◽  
pp. 21-45 ◽  
Author(s):  
Holly Mikkelson
Keyword(s):  
United States ◽  
Formal Education ◽  
The United States ◽  
Jury Trial ◽  
Cultural Norms ◽  
Anglo Saxon ◽  
New Approach ◽  
Distinctive Features ◽  
State Statutes

Various federal and state statutes in the United States define the role of the court interpreter with clear and unequivocal rules. This definition is based on the underlying principles of the U.S. legal system, which is derived from the Anglo-Saxon common-law tradition. Consequently, the distinctive features of that system, including the jury trial and the concept of adversarial proceedings, make the function of the court interpreter quite different from that of his/her counterparts in other countries. In recent years, the judiciary has made an effort to enhance the public's access to the justice system, but at the same time, the latest wave of immigration comprises individuals from societies in which cultural norms differ greatly from those of the United States. Moreover, many of these immigrants have received little or no formal education. As a result, judiciary interpreters feel somewhat constrained by the rules that govern their profession when they strive to bridge the cultural and linguistic gap. This paper reexamines the function of the court interpreter in light of these circumstances and an analysis of prevailing practices in other countries, and proposes a new approach to the interpreter's role.

Undocumented Status and Schooling for Newcomer Teens

2015 ◽  
Vol 85 (3) ◽  
pp. 478-501 ◽  
Author(s):  
Elaine C. Allard
Keyword(s):  
United States ◽  
High School ◽  
Formal Education ◽  
Undocumented Students ◽  
The United States ◽  
Ethnographic Study ◽  
Border Crossing ◽  
Transnational Identities ◽  
Undocumented Status ◽  
Professional Aspirations

In this ethnographic study, Elaine C. Allard describes and analyzes the characteristics and experiences of undocumented newcomer adolescents attending a US suburban high school. She considers the ways in which newcomer adolescents show agency in their border crossing, prioritize work over formal education, and express transnational identities. She contrasts their experience with the predominant narrative of DREAMers, undocumented childhood arrivals who are often characterized as migrating to the United States “through no fault of their own,” who prioritize professional aspirations through schooling, and who are “American in spirit.” Allard calls attention to a subgroup of undocumented students who may benefit from different approaches by educators and immigrant advocates.

Tightening the Gap

2019 ◽  
pp. 154-176
Author(s):  
Maria Ray Langheim ◽  
Ann Maureen McCaughan
Keyword(s):  
United States ◽  
Law Enforcement ◽  
School Violence ◽  
School Personnel ◽  
The United States ◽  
School Shooting ◽  
Community Members ◽  
Essential Step ◽  
Successful Communication ◽  
Common Goals

Between January 1, 2012 and January 30, 2018 alone there were 27 school shooting incidents, accounting for 62 victim deaths, 108 victims injured, countless witness and community members affected, and 10 assailants who committed suicide or were killed by a police officer during the attack, at schools or campuses across the United States (U.S.). Clearly, further intervention and prevention strategies are necessary for school personnel and law enforcement, as well as our greater communities, in reducing instances of school violence. Identification of individuals and groups who are at higher risk for violence toward self or others is one essential step in prevention. When prevention is unsuccessful, a student may begin down a path toward violence, eventually posing a threat to the extent that identifying and intervening becomes necessary. Encouraging law enforcement and school personnel to become well-versed in both, so that they might successfully support each other's efforts and develop common goals, is essential to successful communication regarding students and groups of concern.

scholarly journals Responding to Marginalization

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668491 ◽  
Author(s):  
Jie Y. Park
Keyword(s):  
United States ◽  
High School ◽  
Classroom Observation ◽  
School Personnel ◽  
The United States ◽  
Observation Data ◽  
Youth Workers ◽  
Community Based ◽  
Refugee Students ◽  
Youth Language

This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.

scholarly journals Migration and Sexual Health Among Gay Latino Migrants to Canada

2017 ◽  
Vol 42 (4) ◽  
pp. 403-424 ◽  
Author(s):  
Barry D. Adam ◽  
J. Cristian Rangel
Keyword(s):  
United States ◽  
Sexual Health ◽  
Formal Education ◽  
The United States ◽  
Hiv Knowledge ◽  
Wide Range ◽  
Younger Men ◽  
Canadian Immigration ◽  
Social And Sexual Networks ◽  
Selection Of

This paper enquires into the nexus of migration with sexual health among gay Latino migrants in Canada. Interviews with 25 Spanish-speaking interviewees are examined in light of models developed from studies of Latinos in the United States. Canadian immigration policy appears to result in a somewhat different selection of immigrants compared to the United States. Migrants come from a wide range of national and regional backgrounds intersected by race, generation, and social class that influence their perceptions of and adjustment to Canadian society. Pre-migration HIV knowledge varied strongly by generation with older men recalling public panic concerning HIV and younger men receiving formal education about it. Migration enters into the mix of conditions as kin ties can be less confidently relied on among gay men compared to their heterosexual counterparts and by exacerbating vulnerability among those seeking to develop new social and sexual networks.

Grammatical change in borderlands Spanish: A variationist analysis of copula variation and progressive expansion in a South Texas bilingual enclave community

2018 ◽  
Vol 11 (1) ◽  
pp. 1-27
Author(s):  
Phillip M. Carter ◽  
Tonya E. Wolford
Keyword(s):  
United States ◽  
Latin America ◽  
Mexican Americans ◽  
Quantitative Methods ◽  
Formal Education ◽  
The United States ◽  
South Texas ◽  
Grammatical Change ◽  
Bilingual Communities

Abstract This study investigates variation in the grammatical system of Spanish in the speech of three generations of Mexican Americans living in a community in South Texas, United States, characterized by high levels of bilingualism and long-term, sustained contact between languages. Two variables are studied using quantitative methods: (1) the extension of the copula verb estar into domains traditionally confined to ser and (2) the expansion of progressive forms at the expense of the simple present. The data reported here suggest changes-in-progress that appear to be accelerated by the linguistic and sociocultural conditions of the community including, especially, lack of access to formal education in Spanish. The sociolinguistic patterning for these variables is compared to patterning for the same variables reported in the literature in both monolingual communities in Spain and Latin America and bilingual communities in the United States.

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