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Exposito, Sara; Favela, Alejandra

doi:10.1023/a:1022597607497

Cited by 36 publications

(11 citation statements)

References 8 publications

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“…With the majority of ECEs in the United States being middle-class and of European-decent, researchers found that teachers' awareness of their own biases and assumptions is crucial, as it contributes to their relationships with, and the experiences of, immigrant children in the classroom (Han & Thomas, 2010;Ladson-Billings, 2006;Nieto & Bode, 2008). For example, educators are frequently influenced by culturally inaccurate assumptions that immigrant parents do not want to interfere with their children's education (Adair, 2011;Expósito & Favela, 2003). In some cultures, teachers are viewed as authority figures and knowledge holders (Peeler & Jane, 2005).…”

Section: Educators' Cultural Assumptions and Self-awarenessmentioning

confidence: 99%

Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

Kwok¹

2021

Preprint

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Early years educational settings are often the first social environment that new immigrant children and their families engage in. Research in the field of education shows that immigrant children and their families are often best served by the educators, who themselves, are also immigrants. It is believed that immigrant educators are culturally knowledgeable and responsive to the needs of the children due to the shared immigration experiences and/or mother language. To gain a better insight into an immigrant-Early Childhood Educator’s experience of working with immigrant children and their families, I engage in a self-study using Connelly and Clandinin’s Narrative Inquiry. By engaging in Narrative Reflective Process, a series of creative art activities as data collection, I gather and reflect on my lived experiences to deepen my understanding into what may be most significant to immigrants. Three narrative patterns (challenges in a new home, a sense of belonging, perseverance) emerge within and across the told stories. Through my inquiry I invite all Early Childhood Educators to consider these in their own practice, as well as to reflect upon their own personal-professional experiences, through creative self expression approaches, and so to ponder how their values and beliefs might inform their professional practice.

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Section: Educators' Cultural Assumptions and Self-awarenessmentioning

confidence: 99%

Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

Kwok¹

2021

Preprint

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“…This process may include 1) a general understanding of pre and post-migration stressors, 2) paying a particular attention to potential triggers of discomfort, and 3) taking into account students' unique personal experiences, such as passed traumatic events and discrimination. It is of additional importance that teachers, interacting directly on a daily basis with newcomer students and their families, undertake a reflection process to better assess the impact of their belief systems on these interactions (Exposito, & Favela, 2003).…”

Section: Recommendation # 7: Ensure Psychological Support Is Readily mentioning

confidence: 99%

An Integrated Framework for Immigrant Children and Youth’s School Integration: A Focus on African Francophone Students in British Columbia – Canada

Masinda¹,

Jacquet²,

Moore³

2014

IJE

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An abundant literature has been produced on immigrant children and youth education. However, few studies incorporate students' view in providing a comprehensive definition of immigrant children and youth's school integration. The aim of this paper is to provide an operational integrated guide, which may be useful for working with immigrant children and youth students, as it takes into consideration the social, cultural, psychological and academic dimensions of their school integration. This integrated guiding framework draws from a five-year experience of community-university partnership. The methodology consists of a review of the literature on the school integration of immigrant children and youth, comprehensive interviews with students, parents and community partners (previous publications by authors), and community's involvement through a consultation process to determine needs and priorities. The combined findings gathered from these sources are formulated into practical recommendations to assist educators in their support of immigrant children and youth' school integration process.

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“…While that would be the ideal, students can maintain and expand in their multilingualism while developing high levels of academic English proficiency when their linguistic strengths are valued and built on in effective ways in instructional settings even when English is the dominant language of instruction. In a setting where English matters, but is not all that matters, student perspectives, linguistic backgrounds, and multiliteracies are valued, utilized, and built upon to help students gain access to different ways of being, knowing, and using language (Expósito, & Favela, 2003;Fine, Jaffe-Walter, Pedraza, Futch, & Stoudt, 2007;González, 1998González, , 2001. In such a setting, students and teachers have ways of talking about language, deconstructing it, reconstructing it, and thinking deeply about meaning as well as the power and privilege associated with certain forms (Brisk & Zisselsberger, 2011;de Oliveira & Dodds, 2010;Fang & Schleppegrell, 2010;Schleppegrell, 2010).…”

Section: Ramon -Spanish Speakingmentioning

confidence: 99%

“…In contrast, many researchers (e.g., Harper, de Jong, & Platt, 2008, Expósito & Favela, 2003Gándara & Rumberger, 2009;Lucas, 2011) argue for an additive approach to teaching multilingual learners that builds on their strengths, assets, and linguistic abilities while also pushing both higher levels of English language development and academic content mastery. Simply put, a multilingual learner is much more than a student needing to quickly master English.…”

Section: Multilingual Learners Treated As Monolingualmentioning

confidence: 99%

English Is Not <i>All</i> That Matters in the Education of Secondary Multilingual Learners and Their Teachers

Mitchell

2012

IJME

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Utilizing the critical race theory (CRT) construct of majoritarian stories and the already identified story of English-is-all-that-matters in the education of multilingual learners and their teachers, this study illustrates the influence of this powerful narrative in classroom practice. By promoting English-only instruction, maintaining a limited perspective of what it means to know English, and treating multilingual learners as if they were monolingual, this study demonstrates that multilingual learners’ educational opportunities are being limited through a persistent and unhelpful overemphasis on English.<span style="font-size: 10pt; font-family: Arial;"></span>

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Untitled

Cited by 36 publications

References 8 publications

Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

Immigrant-Early childhood educator's experience of working with immigrant children and their families: arts-informed narrative inquiry self-study

An Integrated Framework for Immigrant Children and Youth’s School Integration: A Focus on African Francophone Students in British Columbia – Canada

English Is Not <i>All</i> That Matters in the Education of Secondary Multilingual Learners and Their Teachers

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