Examining the Education of Immigrant Students From "English-Speaking" Caribbean Countries in New York Schools

• In Event: The Transnational Self: Experiences of African and Caribbean Students and Teachers in U.S. Educational Contexts

Abstract

This mixed methods study sought to close the knowledge gap about the education of underserved students in New York State schools, who are from Caribbean countries where English is the medium of instruction. The theoretical frameworks were linguistic theories, academic language acquisition/development theories, critical theory, and leadership theories. The study was guided by three research questions. Public school leaders, school counselors, and English teachers were interviewed about the students’ experiences and needs. English teachers completed a questionnaire about their knowledge, training, and attitudes about language diversity. The findings indicated that students’ experiences were overwhelmingly negative; needs were described in contrast to the experiences. Respondents had limited/no knowledge and training, and they expressed mixed attitudes about language diversity.

Author

• Kari-Lee Grant, Uniondale Union Free School District