Full Description
This important book offers strategies, models, and concrete ideas for better serving newcomer immigrant and refugee youth in U.S. schools, with a focus on grades 6-12. The authors present 20 strategies grouped under three categories: (1) classroom and instructional design, (2) school design, and (3) extracurricular, community, and alumni partnerships. Each chapter provides research-based information, classroom examples, tips for implementing each strategy, and additional resources. Readers will find engaging profiles of schools, students, and alumni interspersed throughout the book, offering both varied perspectives and practical advice. Humanizing Education for Immigrant and Refugee Youth will assist today's educators, school leaders, policymakers, and scholars interested in the holistic success and well-being of immigrant and refugee students.Book Features:
Practical strategies for educators and school leaders are rooted in empirical research and classroom narratives from across the United States.
Multiple, real-life examples are used to illustrate each strategy.
Each chapter concludes with a brief summary and recommended resources.
School and student profiles demonstrate what the strategies look like in practice, as well as their benefits for students.
Diverse perspectives are presented by researchers, classroom teachers, school leaders, and newcomer students.
Contents
Contents
Preface ix
Acknowledgments xiii
Introduction: Dimensions of Success for Immigrant and Refugee Students 1
Profile of Ana 17
As Told to Gabriela Martínez
School Profile 1: Lincoln High School, Nebraska 19
Edmund T. Hamann With Lesley Bartlett
Profile of Ko 23
As Told to Gabriela Martínez
Category I: Strategies for Classroom and Instructional Design
School Profile 2: The International High School at Prospect Heights in Brooklyn, New York 26
Nedda de Castro and Daniel Walsh
Strategy 1: Utilize Translanguaging in English Language Development 31
Lesley Bartlett and Esther Bettney
Strategy 2: Honor Histories and Heritages 37
Monisha Bajaj
Strategy 3: Practice Purposeful Grouping 44
Lesley Bartlett
Strategy 4: Incorporate Differentiated Instruction and Universal Design for Learning 49
Lesley Bartlett and Monisha Bajaj
Strategy 5: Support Students With Limited and Interrupted Formal Education 55
Lisa Auslander With Daniel Walsh
Strategy 6: Undertake Holistic and Continuous Assessment 63
Monisha Bajaj
Strategy 7: Include Advisory Periods 70
Monisha Bajaj
Profile of Asmaa 76
As Told to Gabriela Martínez
Category II: Strategies for School Design
School Profile 3: Wellstone International High School in Minneapolis, Minnesota 80
Laura Wangsness Willemsen and Lesley Bartlett
Strategy 8: Enact Democratic School Governance 85
Alexandra Anormaliza With Daniel Walsh
Strategy 9: Adopt Intentional Staffing 91
Daniel Walsh, Kathleen Rucker, Orubba Almansouri, and David Etienne
Strategy 10: Integrate Coaching for Culturally Responsive Teaching 97
Joanna Yip With Daniel Walsh
Strategy 11: Address School Language Policies 104
Esther Bettney and Lesley Bartlett
Strategy 12: Promote a Positive School Climate and Culture 111
Lesley Bartlett and Ariel Borns
Strategy 13: Emphasize Students' Health and Wellness 119
Monisha Bajaj and Sailaja Suresh
Strategy 14: Establish Dual Enrollment and Early College Programs 125
Daniel Walsh, Yvonne Ndiaye, and Asmaa Amadou
Profile of Miguel 132
As Told to Gabriela Martínez
Category III: Strategies for Extracurricular Programs, and Community and ALUM Partnerships
School Profile 4: Rudsdale Newcomer High School in Oakland, California 136
Monisha Bajaj and Emma Batten-Bowman
Strategy 15: Provide After-School and Summer Programming 141
Lesley Bartlett and Mary Mendenhall
Strategy 16: Involve Families 147
Monisha Bajaj
Strategy 17: Offer Legal Services 154
Monisha Bajaj
Strategy 18: Develop Community Partnerships for Social Support and Civic Engagement 160
Lesley Bartlett and Claudia M. Triana
Strategy 19: Implement Internships and Career Preparation Programs 167
Dariana Castro With Daniel Walsh
Strategy 20: Engage Alum in Schools and Community Building 174
Monisha Bajaj and Gabriela Martínez
Profile of Shaheen 179
As Told to Gabriela Martínez
Conclusion 181
Appendix: Additional Resources and Video Playlist 183
Glossary of Key Terms 184
Notes 188
References 190
Index 213
About the Authors and the Contributors 221
