Changing the Narrative on Immigration: Educators Collaborating to Transform the Newcomer Student Experience

• In Event: 21.059 - Issues in Urban Learning, Teaching, and Research

Abstract

Through a mixed-methods study based on observations, semi-structured interviews and student work analysis, we examined the implementation of a curriculum designed for students with interrupted schooling and its impact on classroom culture and growth in reading and writing. Results showed that school staff worked to create a culture of inclusion for students. Students made progress in the classroom where teachers, counselors and staff used culturally and linguistically responsive strategies to help students develop academic skills as well as find their voice and develop their identity as readers and writers. Moreover, counselors supported students in navigating a complex landscape of challenges based on migration, family division, legal issues, community violence as well helping students meet basic needs in their everyday lives.

Authors

• Lisa Auslander, Research Foundation - CUNY

• Magdalen Ann Beiting-Parrish, CUNY Graduate Center