In the Arid Zone

Iddings, Anna Christina Da Silva; Combs, Mary Carol; Moll, Luis C.

doi:10.1177/0042085911430713

Cited by 30 publications

(4 citation statements)

References 36 publications

(33 reference statements)

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“…Because the U.S. school system functions quite differently from those in other countries, immigrant parents' experiences with schools may likely need to be re‐adjusted and reshaped as they navigate the workings of the U.S. school system and understand the culture of teacher‐student interactions. Without proper resources and support for immigrant parents, it can be challenging to voice their concerns and thoughts about their children's education (Iddings et al, 2012). Also, the school personnel's empathy toward immigrant parents' apprehensiveness and complex lives is absolutely necessary for developing immigrant parents' trust.…”

Section: Challenges In Building a Bridge Between Immigrant Homes And ...mentioning

confidence: 99%

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Song¹

2023

The Reading Teacher

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As children of immigrants are increasing in number across the U.S. classrooms, schools need to develop strategies to engage with immigrant families. Structural and attitudinal issues in the school system create challenges in communicating with immigrant parents. Immigrant parents have high expectations for their children's academic achievement because they view education can bring mobility and stability to their children's future. Immigrant parents also desire that their children continue developing their home language for familial communication and transnational engagement. To enhance the home‐school connections and to promote family engagement, teachers can first diligently communicate with parents. They can also learn about immigrant families' meaning‐making activities at home and in communities. Teachers can also advocate for children of immigrants' home language development.

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Section: Challenges In Building a Bridge Between Immigrant Homes And ...mentioning

confidence: 99%

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Song¹

2023

The Reading Teacher

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“…Iddings D S et al believe that artistic aesthetic is a creative activity. With the help of the imagination, association, and emotion of recreation, students move into the realm of art, forming the unity of students' thoughts and works of art; finally, they create a vivid artistic aesthetic image in their minds [13].…”

Section: Related Workmentioning

confidence: 99%

Development and Utilization of Aesthetic Education Resources Using Collaborative Filtering Model

Chen

2022

Mobile Information Systems

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In students’ education, other educational methods cannot take the place of aesthetic education. This study investigates the creation and use of aesthetic education resources and develops a recommendation model for these resources based on the CF algorithm. The conventional CF algorithm is also enhanced by this study. One by one, the solutions are presented with a focus on the traditional CF algorithm’s cold start and data sparseness issues. Additionally, the system’s requirements, business process, and functional structure are examined in the section on system design. The front-end diagnostic test, the background instructional resource management system, and the recommendation of instructional resources are all realized in the realization section. According to the experimental findings, this algorithm’s 95.8% recommendation accuracy is 5.87% higher than the user-based recommendation algorithm and 6.03% higher than the item-based recommendation algorithm. The outcomes demonstrate the accuracy and dependability of this algorithm. It can suggest appropriate resources for aesthetic education, fostering the beneficial and healthy growth of students’ aesthetic education.

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“…Such institutional and societal structures leave little space for problematizing the English-focused culture of schools within an increasingly diverse community of students. Iddings, Combs, and Moll (2012) state, "ELLs are often denied the right to draw on their own social, cultural, and linguistic resources for learning and are thus left educationally stranded" (p. 507). Although research demonstrates that maintaining students' home 2 language is key to the development of additional languages (Cummins, 2005;Law, 2015), and multilingualism is a key component of education in many countries (Commission of the European Communities, 2008) yet, monolingualism is pervasive in U.S. education (Brown, 2011;Caldas, 2006;Law, 2015), and tied to political anti-immigrant ideologies (Borden, 2014;Estep, 2017), especially against Spanish-speaking communities.…”

Section: Positioning English Language Learners: the Majoritarian Narr...mentioning

confidence: 99%

Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language: Counterstories and Embodied Learning

et al. 2019

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Countries are seeing a rise in the number of families and schoolchildren who do not speak English as a first language. This study focuses on how two White monolingual English-speaking elementary teachers positioned language as it related to their Spanish-speaking students within a graduate teacher education program in the United States. Our work builds on previous cultural immersion studies by using embodied cognition and Latino Critical Theory (LatCrit) as analytical tools. Findings indicate that embodied experiences can increase teachers’ awareness of how speakers of English and Spanish are positioned by the dominant culture while LatCrit theory can illuminate future steps.

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In the Arid Zone

Cited by 30 publications

References 36 publications

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Cherishing Immigrant Parents' Aspiration to Support Multilingual Children's Literacy Development Across Languages

Development and Utilization of Aesthetic Education Resources Using Collaborative Filtering Model

Repositioning White Monolingual English-Speaking Teachers’ Conceptions of Language: Counterstories and Embodied Learning

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