Educating Immigrant Students, Refugees, and English Language Learners: A No Borders Perspective

Abstract

In this volume, we draw attention to how teachers at both the elementary and secondary levels teach, advocate for, and learn from and about immigrant students, the children of immigrants, their families, and refugees and their families, many of whom are also English language learners. It is safe to say that few teachers nationwide are prepared or qualified to meet the needs of immigrant students, refugee children, and English language learners in their classrooms, schools, and communities (Gándara &

¿Y ahora qué? Anticipated immigration status barriers and Latina/o high school students’ future expectations.

“…The education and employment of Latina/o immigrants, documented and undocumented, is a focus of concern, debate, and vitriol in U.S. educational and political arenas (Abrego, 2006; Brabeck & Xu, 2010; Casas & Cabrera, 2011; Faltis & Valdés, 2010; López, Morin, & Taylor, 2010; Martínez de Castro, 2009; Southern Poverty Law Center [SPLC], 2009). Anti-immigrant attitudes are pervasive.…”

Inclusive education for refugee students from Ukraine—An exploration of differentiated instruction in German schools

“…Given that there has not been much research into the teaching of Ukrainian students, we conducted this study to provide exploratory insights into the differentiated lesson design at German schools that cater to Ukrainian students. It is important to highlight that for the purpose of this study, focus will be placed particularly on the teaching of refugee students, which are children under the age of 18 years, who are foreign born and who is forced to flee their own country because of (or fear of) persecution and is unable to return to his or her country of national origin (Faltis & Valdés, 2010;UNHCR, 2024). (Letzel et al, 2020).…”