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Maintaining cultural identity
Assimilation bilingual education
Maintaining cultural identity
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There can be many factors leading to our English language learner’s poor test scores. Many people believe that assimilation is the best way for immigrants to learn English and understand the American school system better. Assimilation involves leaving your previous language and culture behind, and fully embracing the new culture and language that you find yourself in. Research shows that assimilation is not the way to go, but immigrants and schools should steer toward acculturation. Acculturation recognizes that cultures are constantly changing and adapting. People should be able to make choices for themselves regarding their culture, and especially students should be able to choose who they are going to become and be given a chance to create …show more content…
Young adolescents have a self-evaluative nature and their constant self-criticism leads to lower self-esteem in those who begin to see the differences between themselves and their white, American classmates (Brown). These young adolescents have to learn English while trying to work through the middle level years of finding their identity, adding additional obstacles to the list of already overwhelming challenges. For example, the students’ immigration status is one thing that can strongly influence their cultural identity and their sense of security. If a student is worried about their parents or themselves being forced to leave the country, it can be very challenging for them to pay attention in class or stay motivated to do work outside of school. Even being a legal immigrant can come with its difficulties. How members of society, both inside and outside of school, view immigrants and refugees can also affect a student’s educational experiences (Walqui). A student’s immigration status is far from the only reason that these students may be testing below students in the mainstream
In Subtractive Schooling: US-Mexican Youth and the Politics of Caring, Angela Valenzuela investigates immigrant and Mexican American experiences in education. Valenzuela mentions differences in high schools between U.S born youth and immigrants such as how immigrants she interviewed seemed to achieve in school as they feel privileged to achieve secondary education. However, she found that her study provided evidence of student failure due to schools subtracting resources from these youths. Both are plagued by stereotypes of lacking intellectual and linguistic traits along with the fear of losing their culture. As a Mexican American with many family members who immigrated to the U.S to pursue a higher education, I have experience with Valenzuela’s
She describes it as “subtractive schooling,” a process in which students are left vulnerable to academic failure due to structural forces that impose on their ethnic identities and cultural backgrounds. The author explains that immigrants go through a dis-identification process, which seeks to Americanize them inadvertently forces minority status upon them. The division comes when their own ethnic identity of what it means to be Mexican to them is compromised. A prime example of this the use of linguistics and cultural practices. In the subtractive schooling process, all things Mexican or tied to the students’ identity is purposely diluted as is the use of the Spanish language. The concept of Mexicanidad becomes blurry as many Mexican/Mexican-American’s consider speaking Spanish as synonymous to what being Mexican is. In the subtractive schooling process, students are expected to know and speak English fluency, on the other hand in order to be considered truly Mexican they must also speak Spanish fluently. Many 2nd generational immigrants don’t fair as well as 1st generation because of the lack of bilingualism and biculturalism, skills that make the 1st generation more successful than the
Most people want to feel like they fit in, but for refugees and immigrants, that feeling was even more important. “Young refugees and immigrants... were caught between the world of their parents and the new world of their friends and schoolmates” (105) and had to choose whether they would vie for the approval of their peers or their family. One young boy on the Fugees soccer team refused to cut his hair because his peers thought it was cool, and ended up being kicked off the team (111). Other young refugees in Clarkston gave in to the allure of gangs, and ended up in a cycle of violence and crime, just for a sense of belonging and safety. “Gangs… promised both belonging and status”(105) and provided a way to become American, despite all the trouble and anguish they put their members in. As adolescents between worlds, young immigrants experience a heightened sense of liminality, when a person “becomes neither here nor there” (221), and struggle with finding out who they are and where they
The findings and recommendations point to the conclusion that social and structural support for immigrant students should be embedded in curricula where appropriate and systematically included in school and university processes starting before the school experience, continuing through the university and extending up to higher level of education from it.
English learners have classes like ELD, can seek extra help to ensure their understanding in English curriculums, and take certain tests to help their fluency in English. One of those tests that English Language Learners have to take to build proficiency, is the CELDT Test. While taking other classes like ELD, out of the 224 English language learners at a local elementary school who took the test, 8 students got advanced, 57 students got early advanced, 85 students got intermediate, 56 students got early intermediate, and 18 students got beginning in the 2012-2013 school year. ** Out of the 224 students that took the test, 206 students were fluent or almost fluent in English. According to these stats, ELD classes and the CELDT test, help with making an English learner’s proficiency in English almost as proficient as a native English speaker, making the system seem equal for everybody to succeed. But, what happens to the students when they move on to higher classes or come from another country and do not have the opportunity to take these classes. According to statistics published by http://www.pewhispanic.org/files/2007/06/2007-math-01.png, English language learners had the highest percent of students at below basic in English and math in 4th and 8th grade. Students that do not get to take ELD classes, often have lower test scores because
Monzó and Rueda (2009) conducted a study examining the concept of passing for English proficient in Latino immigrant children. They studied a group of Latino English language learners (ELLs) in and outside of school. They not only observed these students but also interviewed them as well. Within these interviews students opened up about their feelings about their first language, English, and their place in American society. Monzó and Rueda (2009) then found within their data the most common forms of passing for English proficient that these students used.
Secondary education is a highly debated subject. Many critics of secondary education say that inner-city high schools and students are not receiving the same attention as students from non inner-city high schools. Two of the biggest concerns are the lack of school funding that inner-city high schools are receive and the low success rate in sending inner-city high schools graduates to college. Critics say that while inner-city high schools struggle to pay its teachers and educate its student’s non inner-city high schools don’t have to deal with the lack of school funding. Also students from non inner-city high school are not being given the opportunity to attend colleges once the students graduate. But opponents of these critics blame an entirely different issue; and that is illegal immigrant students over crowding and attending high school at the expense of taxpayers. It cost millions of dollars a year for illegal immigrant students to attend high school and this is the main reason why schools are experiencing budget problems. Teaching illegal immigrant students creates a difficult learning environment and that is why students in inner-city high schools are not moving on to a higher education. This paper will explore the controversy and issues of secondary education; it will expose the hidden truths and prove that illegal immigrants are taking a toll on the education system.
(93) Many immigrant students have to work part-time and face demanding work at school. The most important thing is they only have limited knowledge of English. My friend, as an immigrant student, she always found difficulty in her academic field in the first two years of school in the United States. She worked very hard and checked every word that she didn’t know, but she was still not getting a B or higher. Her sadness and hopelessness covered all her pleasure, and she thought that she would never get a better grade next time.
Undocumented students are becoming a growing outrage in the United States. It has been a constant battle amongst the students, the schools, and the Government. According to collegeboard.com, statistics shows that 65,000 undocumented students graduate from U.S. high schools each year (collegeboard.com).After graduating high school they face legal and financial barriers to higher education. This paper will address the importance of this growing outrage and discuss the following that corresponds to it.
Assimilation has been a successful process that has easily helped civilize many people. The Native Americans and the wolf girls are perfect examples of this, and have been able to become part of a new culture through assimilation. However, there is evidence that the process was a difficult one since there is a in both cases extreme cultural gap tween student and teacher that caused them difficulty in the forced assimilation. The assimilation itself done at an uncomfortable distance away from home causing students to feel homesick. The complete destruction of the old cultural ties does little to improve this. The difficulty in the process of assimilation was mainly caused by how the Indian students and the wolf girls were viewed as uncivilized,
“More than half of public school students in New York City failed their English exams,” (Medina). There are so many students that are continuously failing these exams and being held back from the next grade level or from graduating high school. These exams are doing more harm than good since students are failing to actually learn information. The students are so worried about passing the exams that they just try to re...
Possibly the biggest connection between the articles and the personal responses is the difficulty that undocumented students face while pursuing higher education. Fear, from both the student and their families was the most noted difficulty that undocumented students face. Noted as a psychosocial-educational
What is the most important concept that you learned in this class? Write this for a reader who is unfamiliar with the concept.
...ople (our social location) that, therefore, involves complex processes of subject formation (Devine, 2011, p. 133; Lave & Wenger, 1991; Willis, 1977). As Devine (2011, p. 133-134) reminds us, immigrant and refugee children have to go to school. Through schools these children and youth are exposed to various messages that shape them according to the various norms of what it means to be a Canadian and who has the right to belong and participate in society. Increasingly, immigrant and refugee youth are also offered supports to help with their social inclusion into Canadian society (LaVasseur, 2008). The process of attending to the perspectives and experiences of young people opens our eyes to the complexity of how schools shape the social inclusion of immigrant and refugee youth, as well as how these young people make sense of the complex array of messages they receive.
Carnock, a policy analyst with the Education Policy program at New America wrote about how young children of immigrants face discrimination. Some of the criticism involves racial and socioeconomic. These issues doesn’t only generate from their peer, but also from their teacher. It’s easy for young children of immigrants to be a target because of how vulnerable they are. They are still trying to fit into a new system that offers many challenges such as learning a culture and language. The problem with teachers is that they tend to have problem working with immigrants children. They set lower standard and expectation because they are not equipped to teach them. Therefore, it kills the children’s creativity and future learning. School is suppose to be a place where all children can excel in safe learning environment. But, without the guidance from their teacher young immigrants children aren’t able to get the same opportunity as their peer. This not only hurt their chances in life, but also limits their growth. The purpose of this article is show that all children should be treated equally and get the same amount attention from their teacher. They should not be discriminated for being different, but rather encourage to be the best the best that they can be. Hence, all the teachers should learn how to reach how to to young immigrants children in a way that can also help them excel in