Immigration, Identity, and Pedagogy: Toward Asset-Based Approaches to Understanding and Working With Minoritized Students

Session Type: Symposium

Abstract

This symposium’s purpose is to provide four empirically-based research papers that explore different asset-based approaches for understanding culturally and linguistically diverse students, and to consider how pedagogies can be crafted to address the learning needs of students from immigrant and English Learner (EL) backgrounds. Drawing on research from U.S. and non-U.S. contexts, this symposium acknowledges the complexity and intricacies in understanding and working with minoritized learners, and it highlights shared patterns of negotiation in learners’ identities. These studies point to the promise and importance of pedagogical practices that are responsive to cultural, linguistic, and educational needs of learners. Results from these studies are especially useful for teachers, teacher educators, and policy makers.

Sub Unit

• Division G - Social Context of Education / Division G - Section 3: Studies of the multiple languages and literacies of varied social contexts

Chair

• Sandra Schmidt

Papers

• "Some People Will Post Just Anything": Critical Media Literacy for Immigrant and Refugee Youth - Matthew R Deroo, University of Miami

• Linguistic Capital, Intersectionality, and Masculinities: A Case Study of Immigrant Adolescent Boys' Identity Negotiation - Kongji Qin, New York University

• Children of Nigerian Immigrants in Ireland Developing Transcultural Identities - Don McClure, St. John's University

• Preparing Social Studies Teachers for English Learners: Integrating Academic Language and Community Service Projects - Ye He, University of North Carolina - Greensboro; Wayne Journell, University of North Carolina - Greensboro

Discussant

• Lynn W. Paine, Michigan State University