Final Project, Immigration And Education
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Immigration and Education Meeting the Needs of Immigrant Students “Everywhere, immigrants have enriched and strengthened the fabric of American life” —John F. Kennedy
Facilitator Handbook
Master Schedule Presenter: Heather Haddox Teacher Workshop: Immigration and Education 8:45-9:00
Welcome and Registration
9:00-9:30
Opening Activity (Erutluc)
9:30-9:45
Brief Overview of Immigration in Washoe County
9:45-10:00
Truth or Myth Activity
10:00-10:15
Break
10:15-10:45
Intercultural Communication
10:45-11:15
Learning Styles
11:15-11:30
Break
11:30-12:00
Identity
12:00-12:15
Self-Assessment
12:15-12:30
Debriefing and Closing
________________________________________________________ 8:45-9:00
Welcome and Registration
________________________________________________________ (Have Coffee, Tea, Juice, Breakfast Bars, and Fruit available) •
Have everyone introduce themselves, grade they teach and school they teach in.
•
Read Quote from the Statue of Liberty (Engraved on a bronze plaque in 1903)
"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!" -- Emma Lazarus (inscribed on the Statue of Liberty) •
Go over Workshop Schedule and Program
Workshop Objective: Participants will actively engage and apply the information of this workshop to their everyday classroom and develop strategies to improve their teaching practices and support of immigrant students.
________________________________________________________ 9:00-9:30
Opening Activity (Erutluc)
________________________________________________________ Objective: Participants will experience the difficulties of learning the rules of a new game. Activity: Erutluc (culture spelled backwards) Rationale of Activity: When an immigrant enters the receiving county, they are forced to learn the rules of the new culture. Also, immigrants bring the rules they are familiar with from their sending countries. They quickly learn that their own rules don’t apply to the new culture. This causes culture shock. This card game emulates the experience of a newly arrived immigrant (although simplified) and gives participants a taste of what a new immigrant is experiencing as well as how natives might respond to new immigrants. Materials: 4-5 decks of cards, one for each table.
Directions: 4-5 groups of 4 people each. Each table group has a 3 “nationals” and one “migrant”. Each table group receives the rules for their table (see below) and plays one game. Then the facilitator chooses one person from each table to be the “migrant” and they have to change tables and play the new game without receiving the rules. No talking is allowed, only communication via hand signals or pictures. Rotate migrants as many times as the time allows for. After the rotation, debrief groups about the experience. Link the experience to migrant children.
Erutluc Table Instructions Table Group One Objective: Win the most rounds. Each player gets 7 cards. Choose someone to start the game then rotate clockwise. Each player lays down one card in the center of the table during their turn. The player with the highest red wins the round. If no reds are played, the lowest black wins. After all players lay down their cards in the middle the person who won the round collects the cards and starts the new round. Keep track of how many rounds you won. Count the rounds at the end of the game to see who won.
Table Group Two Objective: Get rid of all your cards Each player gets 10 cards and holds them and looks at them. The tallest person starts the game. Each player lays down a card in the middle of the table during their turn. If the number on the card is even, play continues to the left. If the card is odd or a face card, play continues to the right. If someone plays out of turn, they must pick up the whole pile and add it to their hand. Play restarts with the player to the left. First player to get rid of all their cards wins.
Table Group Three Objective: Collect the most cards. Each player gets 12 cards face down, players are not permitted to look at their cards. At the same time, players flip over the top card and place it in the center of the table. Whoever slaps an even number first, wins the round. Play until all 12 cards have been played. At the end, each player counts their cards to see who has the most.
Table Group Four Objective: Get the most spades. Each player gets 7 cards and holds them in their hand and looks at them. The shortest player begins the round, play continues to the left. During a turn, each player places a card in the middle of the table. Be sure not to let your card touch anyone else’s card in the middle. If your card touches another card, both cards are removed from play and disqualified from the round. The highest spade wins. If no spades are played, the highest card wins. Play until all cards are played, then count the spades to see who wins.
________________________________________________________ 9:30-9:45
Brief Overview of Immigration in Washoe County
________________________________________________________ Objective: Participants will be able to identify the growing need for new programs for immigrants by analyzing the data of WCSD ELL population and testing.
1986 LEP students in WCSD was 770 Current LEP students in WCSD is 11,546
Facilitator Presentation: •
Washoe County has seen a 431% increase in immigrants since 1990.
•
17% of the students are LEP. 39.2% Latino. That leaves 60% with linguistic needs other than Spanish.
•
1 ESL teacher for every 84 students, 134 certified ESL teachers in WCSD for 11,546 students.
•
10 elementary schools don’t even have ESL teachers.
•
Even after you test out of ESL, immigrants still have needs.
•
Language isn’t the only issue for immigrants, culture, education, belonging are all important aspects of immigrant education.
2006 CRT Scores
Facilitator Presentation: •
LEP students aren’t achieving well, scores actually drop in 8th grade.
•
One newcomer program for 6 weeks at Glenn Duncan Elementary School 1-6th grade
•
Newcomer program only available for foreign born, nothing in place for 2nd generation immigrants.
•
ESL program is pull out or push in
•
Two way immersion programs just starting up at Jesse Beck and Mount Rose.
________________________________________________________ 9:45:10:00
Truth or Myth Activity
________________________________________________________ Objective: Participants will compare their preconceptions about immigration with the realties. Activity Part One: Have participants take Myth test, see which they thought were myths and which weren’t. Have them share in table groups.
Check all that are true All
immigrants migrate for economic reasons.
Most The
immigrants are here illegally.
U.S. has more immigration now than in the past.
Most
of the undocumented immigrants are Mexicans.
Most
immigrants have little education.
Most
immigrants are poor.
Immigrants
take jobs away from U.S. native born.
Immigrants
cost the tax payers a lot of money.
Most
immigrants live on welfare.
Immigrant
parents don’t care about their kids’ education.
Immigrants
don’t want to learn English.
Immigrant
children will do better if they assimilate quicker.
Immigrant
children who end up speaking mainly English do better in
school. Once
immigrants learn English, there is no more need for special programs.
Activity Part Two: After they’ve completed Activity Part One, hand out the “Myth Busters” and have them compare their test with the realities, have them share at their table Groups. Have Portes & Rumbaut, (2006); Suárez-Orozco & Suárez-Orozco (2001), Castles and Miller, (2003) and Rong & Preissle, (1998) available for reference. Activity Part Three: Have 1 person from each table group share their findings with the whole group.
Myth Busters All
immigrants migrate for economic reasons. Immigrants migrate for economic reasons but also family unification, to escape persecution for political or religious reasons, or to escape war. Portes & Rumbaut (2006), Chapter 2.
Most
immigrants are here illegally.
According to Suárez-Orozco & Suárez-Orozco (2001), undocumented immigrants make up only about 10% of the total foreign born (immigrant) population. (p.31). The
U.S. has more immigration now than in the past. Although there is a huge wave of immigration that has hit the U.S. since the 90’s, the early 1900’s represents the largest wave of migration to date. In 1910, 16% of the population was foreign born, In 2003, only 11% of the population was foreign born. Castles and Miller, (2003), Chapter 3; Larsen, (2004); Suárez-Orozco & Suárez Orozco, p. 32.
Most
of the undocumented immigrants are Mexicans.
Only about 1/3 of the migrants are Mexican. ½ pass through the southern border (via other countries like Guatemala, El Salvador, etc…), many undocumented immigrants are visa over-stayers and the 4th largest group of undocumented immigrants are Canadians. Suárez-Orozco & SuárezOrozco, p. 32. Most
immigrants have little education.
As a whole, immigrants are more highly educated than native born. 1/3 of Nobel prize winners from the U.S. are immigrants, they are overrepresented in graduate and doctoral programs in the U.S. SuárezOrozco & Suárez- Orozco, p.56. Portes & Rumbaut, Table 8, p. 74. Most
immigrants are poor.
Although certain migrant groups have higher poverty levels than native born, other migrant groups have lower poverty levels and average incomes actually exceed native born populations. According to Portes & Rumbaut, Table 13, p. 88, in 1999 the poverty rate for immigrants was 20% compared with 15% native born. Most (80%) of immigrants live above the national poverty level. Immigrants
take jobs away from U.S. native born.
Economists agree that immigration actually creates jobs. Many immigrants come and begin businesses, creating new jobs, plus their spending in society creates greater demand creating new jobs. Further, the jobs many migrants are filling are undesirable to native born. Suárez-Orozco & Suárez Orozco, Chapter 2. Immigrants
cost the tax payers a lot of money.
Almost unanimously economists agree that immigrants contribute to the economy rather than take away. Castles & Miller, Chapter 8. The national research council suggests that, “immigration produces a net gain of somewhere between $1 billion to $10 billion a year. Suárez-Orozco & Suárez Orozco, Chapter 2. Most
immigrants live on welfare.
Immigrants tend to be healthier than native born, use less social services than native born, and see the doctor less. In research suggests that as a whole, immigrants pay more into the health system than they use. (SuárezOrozco & Suárez Orozco, Chapter 2.
Immigrant
parents don’t care about their kids’ education.
According to Suárez-Orozco & Suárez-Orozco, Chapter 5 and Portes & Rumbaut p. 251, Table 17 p. 260), parents have high expectations for their children and many expect them to graduate from college. Immigrant
don’t want to learn English.
A study based on 1990 census data reported that ¾ of all immigrants reported that they spoke English fluently after being in the U.S. for 10 years. Enrollments in ESL courses are increasing. The demand for ESL classes far outweighs the supply. Suárez-Orozco & Suárez-Orozco, p. 52-54. Immigrant
children will do better if they assimilate quicker.
Children who retain their culture and language while assimilating to the new culture report lower levels of anxiety, higher academic achievement and a greater well being. Abad, N.S. & Sheldon, K.M. (2008); Suárez-Orozco & Suárez-Orozco, Chapter 3, Akiba, D. (2007). Immigrant
children who end up speaking mainly English do better in school.
In almost all immigrant groups, bilingual children who retain their native languages have higher graduation rates and educational attainment than English monolingual immigrants. Suárez-Orozco & Suárez-Orozco, Portes and Rumbaut; Rong & Preissle, (1998). Once
immigrants learn English, there is no more need for special programs.
Although English is an important aspect of the educational success of the immigrant, it isn’t the only need immigrant students have. Culture, social class, race, ethnicity, nationality are all factors that affect education achievement. In fact, once students are transferred out of their “special programs” such as ESL, they are more likely to drop out as a result of the lack of support. Rong and Preissle,.
________________________________________________________ 10:00-10:15
Break
________________________________________________________ ________________________________________________________ 10:15-10:45
Intercultural communication
________________________________________________________ Objective: Participants will reflect on their own communication style and predict what kinds of conflicts could occur with immigrant students and parents. Focus Question: What steps can teachers take to improve their intercultural communication? Facilitator Presentation: Intercultural communication refers to the communication between two or more people who are different from each other on important aspects such as: values, preferred style of communication, role expectations, and/or perceived rules of social relationships (Beutle, Briggs, Hornibrook-Hehr, & Warren-Sams, 2001). Overt cultural components: Religion Language Values Gender Roles Covert Cultural components: Concept of time Some cultures don’t have the concept of “being late” or having to be somewhere else. Nonverbal communication In some cultures, it is rude to look an authority in the eyes. Smiling may indicate not understanding something , fear or nervousness. Low-context vs. High context communication style
High-context communication refers to shared understanding of cultural norms and nonverbal cues. Low context relies on the meaning of specific words. For example, in some Arab cultures saying “I like your painting” can be interpreted as “you should give that to me”. In some Asian cultures it’s rude to say no when you’re offered something, In other countries, when offered something you should say no several times before agreeing or it may appear presumptuous. Activity Part One: Participants spend 5 minutes reflecting on their own communication style based on the Overt and Covert cultural components above. Activity Part Two: After the 5 minute reflection, give each table group one of the following scenarios, have them discuss at their table groups for 10 minutes the types of misunderstandings that could occur.
Scenario One: During teacher conferences, one of your student’s parents shows up an hour late and wants to talk with you about their child’s progress. There are other parents who are on time and have been waiting. They assure you they aren’t late because they came. Scenario Two: In your classroom, you desire all students to participate. One of your immigrant students never raises her hand or talks in class. She won’t even talk when you place her in a small group. She does her work well and seems to be understanding. When you talk to her about it, she only smiles. Scenario Three: You want all your parents to advocate for their children. This means volunteering for some event during the year, whether PTA or field trips, or as a classroom volunteer. One of the parents of an immigrant student has never volunteered nor do they respond to your requests. Scenario Four: You notice that one of your students hasn’t been eating lunch all week. You are worried about him so you offer him a granola bar when he gets back to class. He politely refuses, but you urge him again. He begins to cry. You send a note home to the parents letting them know that their son isn’t eating.
Activity Part Three: After they are finished discussing at their table groups, have one person from each group share their findings about the scenario they discussed.
________________________________________________________ 10:45-11:15
Learning Styles
________________________________________________________ Objective: Participants will analyze the different learning styles and apply the analysis to the students in their own classroom. Focus Question: How can teachers adjust their classroom expectations to include different learning styles? Facilitator Presentation: Immigrant students may have no prior schooling experience or a strong foundation. They may be academically behind or academically ahead. Learning styles of immigrants vary based on culture and educational experience. Learning styles in the U.S. may be confusing to newly arrived students. Emotional Style: Many immigrant students report feeling uncomfortable with the loud, noisy, informal and competitive classrooms in the U.S. Being rewarded for good behavior in front of the entire class may embarrass some immigrant students. Many immigrants are accustomed to highly strict and structured classroom environments. They may misread a teacher’s friendliness and be reluctant to offer opinions that differ from the teacher. Sociological Style: While many classrooms in the U.S. may focus on the individual with a focus on critical thinking skills, verbal participation, inductive reasoning and problem solving skills, many immigrants may be accustomed to more structured ways of learning and more demanding workloads. They may be accustomed to learning through observation and listening, instead of verbal participation. They may be accustomed to performing a task with the help of an “expert” rather than performing an experiment on their own. They may be accustomed to “saving face” rather than providing the correct answer (because they don’t want to stand out). Activity: Think, pair, share, switch…In view of the Emotional and Sociological learning styles of different cultures, participants will reflect on the following questions and then share with a partner. The facilitator will tell participants when to switch (apx 5 minutes each pair, share), then they will find a new partner and continue the discussion in light of the information gained. Think: In light of the different Emotional and Sociological learning styles, think of a immigrant student you’ve had in the past or currently have (no names) and describe his/her possible
Emotional and Sociological learning style. Pair, Share: Participants will discuss the “think” with their partner, together participants will develop one strategy each that could give support to the student’s Emotional or Sociological style. Switch: Facilitator will call for participants to switch to a new partner, discuss the same Pair, Share topic and develop a different strategy than the one previously discussed. By the time participants have rotated 3 times, they will have 3 strategies to help with that student.
________________________________________________________ 11:15-11:30
Break
________________________________________________________ ________________________________________________________ 11:30-12:00
Identity
________________________________________________________ Objective: Participants will distinguish the different types of identities and factors which form them. Activity: Participants fill out the web of identities in their programs for themselves. Have them draw lines connecting the circles to the center and to other circles as they consider how each factor is interdependent with other factors. Have them discuss in groups about the differences and how that affects their individual identities. Focus Question- How can teachers influence the identity of immigrants students? Facilitator Presentation: Immigrant Identity is not the same for all immigrants, we can’t lump them all into ELL programs and think that we’re helping them, while treating them all the same. •
Social Mirror- “Who do I say I am, who do others say I am.” o Identity is partly shaped by the recognition, lack of recognition or misrecognition of others, which can cause serious harm to immigrant children. (Suárez-Orozco and Suárez Orozco, 2001). o Negative Social Mirror: Low expectations, thinking immigrants are lazy,
communicating the myths. o Positive Social Mirror: The opposite of negative social mirroring, attributing positive traits to immigrants (i.e. Asians are good at math).
• Ethnic Identity o “Ethnic Identity refers to a feeling shared by individuals in a given group and based on a sense of common origin, common beliefs and values, common goals, and shared destiny. “ Suárez- Orozco & Suárez- Orozco. o Ethnic Flight- immigrants who more strongly identify with the mainstream culture than their natal culture. They will mimic the dominate culture in an attempt to belong. o Adversarial- immigrants who believe that identifying with the dominant group means giving up their own ethnic identity. School is viewed as a dominant institution, so children who have adversarial identities are more likely to do poorly in school and accuse those who are successful in their same ethnic group as “acting white”. o Bucultural- immigrants who identify with both the mainstream and native cultures. They create hybrid identities, will be bilingual, have friends and networks in both culture groups. These students have a healthier well being and are more successful in school than children who have Ethnic Flight or Adversarial identities.
• Academic Identity Children form identities based on how they see themselves combined with what their families expect from them and how their friends, teachers and communities see them. Positive Academic Identities form when they see themselves as part of the group of students who can be successful, oppositional academic identities form when they view school success as part of the dominant culture and not their own. Students may say of other’s who are doing well in school, “they’re acting white”. There are more than these three types of identifications, but for the sake of time and applicability to school, we will focus on just these three.
Identity Factor Web Age
Language Ethnicity
My culture
E
Race
Country of Birth Name
Gender
Family
My groups Religion Work
Social Class
How do others see me?
________________________________________________________ 12:00-12:15
Self-Assessment
________________________________________________________ Objective: Participants will reflect on their own classroom in view of workshop information on immigration. Checklist for measuring the immigrant-friendliness of your classroom. Always
Usually Rarely
Never
Am I familiar with the values, traditions, and customs of students in my classroom? Am I knowledgeable about the immigration experience of my students’ families? Do I visit at home with the families of immigrant students in my classroom to gain insight into the students’ lives and support systems? Do I learn some vocabulary in the native language of my students to better communicate with them? Do I encourage immigrant parents to help their children maintain their native language at home while learning English at school? Do I base my academic expectations on the individual ability of each student rather than on broad or stereotypical assumptions? Do I understand the English and native-language skills of each student so I can develop individually appropriate classroom and homework assignments? Do I seek additional, culture-specific assistance to provide appropriate instruction before referring an immigrant student to remedial classes? Do I use peer teaching, where limited-English-proficient students can participate and practice English-language skills in small groups? Do I allow students to develop their English-language skills in class without feeling embarrassed or intimidated? Are all students actively involved in classroom instruction and other classroom activities? Are classroom seating arrangements balanced by ethnicity as well as by gender? Are reading materials provided in the native languages represented in my classroom?
________________________________________________________ 12:15-12:30
Debriefing and Closing
________________________________________________________ Objective: Participants will identify characteristics of immigrant responsive education and make a plan to implement some of the characteristics. Focus Question: Why not give teachers strategies to work with immigrants? Because no strategies can apply to all immigrants. Immigrant responsive education requires a unique approach for every immigrant because they are incredibly diverse (ethnically, historically, socially, linguistically, etc…). This workshop aimed at giving participants the knowledge and questions to ask in order to develop strategies that will support immigrants within their own classrooms and schools. Activity: In their programs have them write down 3 new things they learned today that they could implement in their classrooms. Q & A: Allow about 5 minutes for participants to ask any questions they may have. Facilitator Closing: Read Quote from 1917 immigration act and compare the quote with the 1903 quote engraved in bronze on the Statue of Liberty. People excluded from entering the United States include: ... "all idiots, imbeciles, feeble-minded persons, epileptics, insane persons; persons who have had one or more attacks of insanity at any time previously; persons of constitutional psychopathic inferiority; persons with chronic alcoholism; paupers; professional beggars; vagrants; persons afflicted with tuberculosis in any form or with a loathsome or dangerous contagious disease; persons not comprehended within any of the foregoing excluded classes who are found to be and are certified by the examining surgeon as being mentally or physically defective, such physical defect being of a nature which may affect the ability of such alien to earn a living; persons who have been convicted of or admit having committed a felony or other crime or misdemeanor involving moral turpitude; polygamists, or persons who practice polygamy or believe in or advocate the practice of polygamy; anarchists, or persons who believe in or advocate the overthrow by force or violence of the Government of the United States."
Thank You
References Abad, N.S. & Sheldon, K.M. (2008). Parental autonomy support and ethnic culture identification among second-generation immigrants. Journal of Family Psychology. 22 (3), 652-657. Akiba, D. (2007). Ethnic retention as a predictor of academic success: lessons from the children of immigrant families and black children. Clearing House. 80 (5), 223-225. Beutle, M.E., Briggs, M., Hornibrook-Hehr,D.,& Warren-Sams, B. (2001). Improving education for immigrant students. Northwest Regional Educational Library. Retrieved April 20, 2009, from http://www.nwrel.org/cnorse/booklets/immigration/ Castles, S., & Miller, M. (2003). The age of migration. New York: The Gilford Press. Larsen, L.J. (2004). The foreign-born population in the united states. 2003. Current Population Reports, pp. 20-551, U.S. Census Bureau, Washington, D.C. Retrieved April 20, 2009, from http://www.census.gov/prod/2004pubs/p20-551.pdf Portes, A., & Rumbaut, R. (2006). Immigrant america a portrait. Berkley, CA: University of California Press. Rong, X.L., & Preissle, J. (1998). Educating immigrant students. Thousand Oaks, CA: Corwin Press, Inc. Suárez-Orozco, C., & Suárez-Orozco, M.M. (2001). Children of immigration. Cambridge: Harvard University Press.
Facilitator Handbook
Master Schedule Presenter: Heather Haddox Teacher Workshop: Immigration and Education 8:45-9:00
Welcome and Registration
9:00-9:30
Opening Activity (Erutluc)
9:30-9:45
Brief Overview of Immigration in Washoe County
9:45-10:00
Truth or Myth Activity
10:00-10:15
Break
10:15-10:45
Intercultural Communication
10:45-11:15
Learning Styles
11:15-11:30
Break
11:30-12:00
Identity
12:00-12:15
Self-Assessment
12:15-12:30
Debriefing and Closing
________________________________________________________ 8:45-9:00
Welcome and Registration
________________________________________________________ (Have Coffee, Tea, Juice, Breakfast Bars, and Fruit available) •
Have everyone introduce themselves, grade they teach and school they teach in.
•
Read Quote from the Statue of Liberty (Engraved on a bronze plaque in 1903)
"Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!" -- Emma Lazarus (inscribed on the Statue of Liberty) •
Go over Workshop Schedule and Program
Workshop Objective: Participants will actively engage and apply the information of this workshop to their everyday classroom and develop strategies to improve their teaching practices and support of immigrant students.
________________________________________________________ 9:00-9:30
Opening Activity (Erutluc)
________________________________________________________ Objective: Participants will experience the difficulties of learning the rules of a new game. Activity: Erutluc (culture spelled backwards) Rationale of Activity: When an immigrant enters the receiving county, they are forced to learn the rules of the new culture. Also, immigrants bring the rules they are familiar with from their sending countries. They quickly learn that their own rules don’t apply to the new culture. This causes culture shock. This card game emulates the experience of a newly arrived immigrant (although simplified) and gives participants a taste of what a new immigrant is experiencing as well as how natives might respond to new immigrants. Materials: 4-5 decks of cards, one for each table.
Directions: 4-5 groups of 4 people each. Each table group has a 3 “nationals” and one “migrant”. Each table group receives the rules for their table (see below) and plays one game. Then the facilitator chooses one person from each table to be the “migrant” and they have to change tables and play the new game without receiving the rules. No talking is allowed, only communication via hand signals or pictures. Rotate migrants as many times as the time allows for. After the rotation, debrief groups about the experience. Link the experience to migrant children.
Erutluc Table Instructions Table Group One Objective: Win the most rounds. Each player gets 7 cards. Choose someone to start the game then rotate clockwise. Each player lays down one card in the center of the table during their turn. The player with the highest red wins the round. If no reds are played, the lowest black wins. After all players lay down their cards in the middle the person who won the round collects the cards and starts the new round. Keep track of how many rounds you won. Count the rounds at the end of the game to see who won.
Table Group Two Objective: Get rid of all your cards Each player gets 10 cards and holds them and looks at them. The tallest person starts the game. Each player lays down a card in the middle of the table during their turn. If the number on the card is even, play continues to the left. If the card is odd or a face card, play continues to the right. If someone plays out of turn, they must pick up the whole pile and add it to their hand. Play restarts with the player to the left. First player to get rid of all their cards wins.
Table Group Three Objective: Collect the most cards. Each player gets 12 cards face down, players are not permitted to look at their cards. At the same time, players flip over the top card and place it in the center of the table. Whoever slaps an even number first, wins the round. Play until all 12 cards have been played. At the end, each player counts their cards to see who has the most.
Table Group Four Objective: Get the most spades. Each player gets 7 cards and holds them in their hand and looks at them. The shortest player begins the round, play continues to the left. During a turn, each player places a card in the middle of the table. Be sure not to let your card touch anyone else’s card in the middle. If your card touches another card, both cards are removed from play and disqualified from the round. The highest spade wins. If no spades are played, the highest card wins. Play until all cards are played, then count the spades to see who wins.
________________________________________________________ 9:30-9:45
Brief Overview of Immigration in Washoe County
________________________________________________________ Objective: Participants will be able to identify the growing need for new programs for immigrants by analyzing the data of WCSD ELL population and testing.
1986 LEP students in WCSD was 770 Current LEP students in WCSD is 11,546
Facilitator Presentation: •
Washoe County has seen a 431% increase in immigrants since 1990.
•
17% of the students are LEP. 39.2% Latino. That leaves 60% with linguistic needs other than Spanish.
•
1 ESL teacher for every 84 students, 134 certified ESL teachers in WCSD for 11,546 students.
•
10 elementary schools don’t even have ESL teachers.
•
Even after you test out of ESL, immigrants still have needs.
•
Language isn’t the only issue for immigrants, culture, education, belonging are all important aspects of immigrant education.
2006 CRT Scores
Facilitator Presentation: •
LEP students aren’t achieving well, scores actually drop in 8th grade.
•
One newcomer program for 6 weeks at Glenn Duncan Elementary School 1-6th grade
•
Newcomer program only available for foreign born, nothing in place for 2nd generation immigrants.
•
ESL program is pull out or push in
•
Two way immersion programs just starting up at Jesse Beck and Mount Rose.
________________________________________________________ 9:45:10:00
Truth or Myth Activity
________________________________________________________ Objective: Participants will compare their preconceptions about immigration with the realties. Activity Part One: Have participants take Myth test, see which they thought were myths and which weren’t. Have them share in table groups.
Check all that are true All
immigrants migrate for economic reasons.
Most The
immigrants are here illegally.
U.S. has more immigration now than in the past.
Most
of the undocumented immigrants are Mexicans.
Most
immigrants have little education.
Most
immigrants are poor.
Immigrants
take jobs away from U.S. native born.
Immigrants
cost the tax payers a lot of money.
Most
immigrants live on welfare.
Immigrant
parents don’t care about their kids’ education.
Immigrants
don’t want to learn English.
Immigrant
children will do better if they assimilate quicker.
Immigrant
children who end up speaking mainly English do better in
school. Once
immigrants learn English, there is no more need for special programs.
Activity Part Two: After they’ve completed Activity Part One, hand out the “Myth Busters” and have them compare their test with the realities, have them share at their table Groups. Have Portes & Rumbaut, (2006); Suárez-Orozco & Suárez-Orozco (2001), Castles and Miller, (2003) and Rong & Preissle, (1998) available for reference. Activity Part Three: Have 1 person from each table group share their findings with the whole group.
Myth Busters All
immigrants migrate for economic reasons. Immigrants migrate for economic reasons but also family unification, to escape persecution for political or religious reasons, or to escape war. Portes & Rumbaut (2006), Chapter 2.
Most
immigrants are here illegally.
According to Suárez-Orozco & Suárez-Orozco (2001), undocumented immigrants make up only about 10% of the total foreign born (immigrant) population. (p.31). The
U.S. has more immigration now than in the past. Although there is a huge wave of immigration that has hit the U.S. since the 90’s, the early 1900’s represents the largest wave of migration to date. In 1910, 16% of the population was foreign born, In 2003, only 11% of the population was foreign born. Castles and Miller, (2003), Chapter 3; Larsen, (2004); Suárez-Orozco & Suárez Orozco, p. 32.
Most
of the undocumented immigrants are Mexicans.
Only about 1/3 of the migrants are Mexican. ½ pass through the southern border (via other countries like Guatemala, El Salvador, etc…), many undocumented immigrants are visa over-stayers and the 4th largest group of undocumented immigrants are Canadians. Suárez-Orozco & SuárezOrozco, p. 32. Most
immigrants have little education.
As a whole, immigrants are more highly educated than native born. 1/3 of Nobel prize winners from the U.S. are immigrants, they are overrepresented in graduate and doctoral programs in the U.S. SuárezOrozco & Suárez- Orozco, p.56. Portes & Rumbaut, Table 8, p. 74. Most
immigrants are poor.
Although certain migrant groups have higher poverty levels than native born, other migrant groups have lower poverty levels and average incomes actually exceed native born populations. According to Portes & Rumbaut, Table 13, p. 88, in 1999 the poverty rate for immigrants was 20% compared with 15% native born. Most (80%) of immigrants live above the national poverty level. Immigrants
take jobs away from U.S. native born.
Economists agree that immigration actually creates jobs. Many immigrants come and begin businesses, creating new jobs, plus their spending in society creates greater demand creating new jobs. Further, the jobs many migrants are filling are undesirable to native born. Suárez-Orozco & Suárez Orozco, Chapter 2. Immigrants
cost the tax payers a lot of money.
Almost unanimously economists agree that immigrants contribute to the economy rather than take away. Castles & Miller, Chapter 8. The national research council suggests that, “immigration produces a net gain of somewhere between $1 billion to $10 billion a year. Suárez-Orozco & Suárez Orozco, Chapter 2. Most
immigrants live on welfare.
Immigrants tend to be healthier than native born, use less social services than native born, and see the doctor less. In research suggests that as a whole, immigrants pay more into the health system than they use. (SuárezOrozco & Suárez Orozco, Chapter 2.
Immigrant
parents don’t care about their kids’ education.
According to Suárez-Orozco & Suárez-Orozco, Chapter 5 and Portes & Rumbaut p. 251, Table 17 p. 260), parents have high expectations for their children and many expect them to graduate from college. Immigrant
don’t want to learn English.
A study based on 1990 census data reported that ¾ of all immigrants reported that they spoke English fluently after being in the U.S. for 10 years. Enrollments in ESL courses are increasing. The demand for ESL classes far outweighs the supply. Suárez-Orozco & Suárez-Orozco, p. 52-54. Immigrant
children will do better if they assimilate quicker.
Children who retain their culture and language while assimilating to the new culture report lower levels of anxiety, higher academic achievement and a greater well being. Abad, N.S. & Sheldon, K.M. (2008); Suárez-Orozco & Suárez-Orozco, Chapter 3, Akiba, D. (2007). Immigrant
children who end up speaking mainly English do better in school.
In almost all immigrant groups, bilingual children who retain their native languages have higher graduation rates and educational attainment than English monolingual immigrants. Suárez-Orozco & Suárez-Orozco, Portes and Rumbaut; Rong & Preissle, (1998). Once
immigrants learn English, there is no more need for special programs.
Although English is an important aspect of the educational success of the immigrant, it isn’t the only need immigrant students have. Culture, social class, race, ethnicity, nationality are all factors that affect education achievement. In fact, once students are transferred out of their “special programs” such as ESL, they are more likely to drop out as a result of the lack of support. Rong and Preissle,.
________________________________________________________ 10:00-10:15
Break
________________________________________________________ ________________________________________________________ 10:15-10:45
Intercultural communication
________________________________________________________ Objective: Participants will reflect on their own communication style and predict what kinds of conflicts could occur with immigrant students and parents. Focus Question: What steps can teachers take to improve their intercultural communication? Facilitator Presentation: Intercultural communication refers to the communication between two or more people who are different from each other on important aspects such as: values, preferred style of communication, role expectations, and/or perceived rules of social relationships (Beutle, Briggs, Hornibrook-Hehr, & Warren-Sams, 2001). Overt cultural components: Religion Language Values Gender Roles Covert Cultural components: Concept of time Some cultures don’t have the concept of “being late” or having to be somewhere else. Nonverbal communication In some cultures, it is rude to look an authority in the eyes. Smiling may indicate not understanding something , fear or nervousness. Low-context vs. High context communication style
High-context communication refers to shared understanding of cultural norms and nonverbal cues. Low context relies on the meaning of specific words. For example, in some Arab cultures saying “I like your painting” can be interpreted as “you should give that to me”. In some Asian cultures it’s rude to say no when you’re offered something, In other countries, when offered something you should say no several times before agreeing or it may appear presumptuous. Activity Part One: Participants spend 5 minutes reflecting on their own communication style based on the Overt and Covert cultural components above. Activity Part Two: After the 5 minute reflection, give each table group one of the following scenarios, have them discuss at their table groups for 10 minutes the types of misunderstandings that could occur.
Scenario One: During teacher conferences, one of your student’s parents shows up an hour late and wants to talk with you about their child’s progress. There are other parents who are on time and have been waiting. They assure you they aren’t late because they came. Scenario Two: In your classroom, you desire all students to participate. One of your immigrant students never raises her hand or talks in class. She won’t even talk when you place her in a small group. She does her work well and seems to be understanding. When you talk to her about it, she only smiles. Scenario Three: You want all your parents to advocate for their children. This means volunteering for some event during the year, whether PTA or field trips, or as a classroom volunteer. One of the parents of an immigrant student has never volunteered nor do they respond to your requests. Scenario Four: You notice that one of your students hasn’t been eating lunch all week. You are worried about him so you offer him a granola bar when he gets back to class. He politely refuses, but you urge him again. He begins to cry. You send a note home to the parents letting them know that their son isn’t eating.
Activity Part Three: After they are finished discussing at their table groups, have one person from each group share their findings about the scenario they discussed.
________________________________________________________ 10:45-11:15
Learning Styles
________________________________________________________ Objective: Participants will analyze the different learning styles and apply the analysis to the students in their own classroom. Focus Question: How can teachers adjust their classroom expectations to include different learning styles? Facilitator Presentation: Immigrant students may have no prior schooling experience or a strong foundation. They may be academically behind or academically ahead. Learning styles of immigrants vary based on culture and educational experience. Learning styles in the U.S. may be confusing to newly arrived students. Emotional Style: Many immigrant students report feeling uncomfortable with the loud, noisy, informal and competitive classrooms in the U.S. Being rewarded for good behavior in front of the entire class may embarrass some immigrant students. Many immigrants are accustomed to highly strict and structured classroom environments. They may misread a teacher’s friendliness and be reluctant to offer opinions that differ from the teacher. Sociological Style: While many classrooms in the U.S. may focus on the individual with a focus on critical thinking skills, verbal participation, inductive reasoning and problem solving skills, many immigrants may be accustomed to more structured ways of learning and more demanding workloads. They may be accustomed to learning through observation and listening, instead of verbal participation. They may be accustomed to performing a task with the help of an “expert” rather than performing an experiment on their own. They may be accustomed to “saving face” rather than providing the correct answer (because they don’t want to stand out). Activity: Think, pair, share, switch…In view of the Emotional and Sociological learning styles of different cultures, participants will reflect on the following questions and then share with a partner. The facilitator will tell participants when to switch (apx 5 minutes each pair, share), then they will find a new partner and continue the discussion in light of the information gained. Think: In light of the different Emotional and Sociological learning styles, think of a immigrant student you’ve had in the past or currently have (no names) and describe his/her possible
Emotional and Sociological learning style. Pair, Share: Participants will discuss the “think” with their partner, together participants will develop one strategy each that could give support to the student’s Emotional or Sociological style. Switch: Facilitator will call for participants to switch to a new partner, discuss the same Pair, Share topic and develop a different strategy than the one previously discussed. By the time participants have rotated 3 times, they will have 3 strategies to help with that student.
________________________________________________________ 11:15-11:30
Break
________________________________________________________ ________________________________________________________ 11:30-12:00
Identity
________________________________________________________ Objective: Participants will distinguish the different types of identities and factors which form them. Activity: Participants fill out the web of identities in their programs for themselves. Have them draw lines connecting the circles to the center and to other circles as they consider how each factor is interdependent with other factors. Have them discuss in groups about the differences and how that affects their individual identities. Focus Question- How can teachers influence the identity of immigrants students? Facilitator Presentation: Immigrant Identity is not the same for all immigrants, we can’t lump them all into ELL programs and think that we’re helping them, while treating them all the same. •
Social Mirror- “Who do I say I am, who do others say I am.” o Identity is partly shaped by the recognition, lack of recognition or misrecognition of others, which can cause serious harm to immigrant children. (Suárez-Orozco and Suárez Orozco, 2001). o Negative Social Mirror: Low expectations, thinking immigrants are lazy,
communicating the myths. o Positive Social Mirror: The opposite of negative social mirroring, attributing positive traits to immigrants (i.e. Asians are good at math).
• Ethnic Identity o “Ethnic Identity refers to a feeling shared by individuals in a given group and based on a sense of common origin, common beliefs and values, common goals, and shared destiny. “ Suárez- Orozco & Suárez- Orozco. o Ethnic Flight- immigrants who more strongly identify with the mainstream culture than their natal culture. They will mimic the dominate culture in an attempt to belong. o Adversarial- immigrants who believe that identifying with the dominant group means giving up their own ethnic identity. School is viewed as a dominant institution, so children who have adversarial identities are more likely to do poorly in school and accuse those who are successful in their same ethnic group as “acting white”. o Bucultural- immigrants who identify with both the mainstream and native cultures. They create hybrid identities, will be bilingual, have friends and networks in both culture groups. These students have a healthier well being and are more successful in school than children who have Ethnic Flight or Adversarial identities.
• Academic Identity Children form identities based on how they see themselves combined with what their families expect from them and how their friends, teachers and communities see them. Positive Academic Identities form when they see themselves as part of the group of students who can be successful, oppositional academic identities form when they view school success as part of the dominant culture and not their own. Students may say of other’s who are doing well in school, “they’re acting white”. There are more than these three types of identifications, but for the sake of time and applicability to school, we will focus on just these three.
Identity Factor Web Age
Language Ethnicity
My culture
E
Race
Country of Birth Name
Gender
Family
My groups Religion Work
Social Class
How do others see me?
________________________________________________________ 12:00-12:15
Self-Assessment
________________________________________________________ Objective: Participants will reflect on their own classroom in view of workshop information on immigration. Checklist for measuring the immigrant-friendliness of your classroom. Always
Usually Rarely
Never
Am I familiar with the values, traditions, and customs of students in my classroom? Am I knowledgeable about the immigration experience of my students’ families? Do I visit at home with the families of immigrant students in my classroom to gain insight into the students’ lives and support systems? Do I learn some vocabulary in the native language of my students to better communicate with them? Do I encourage immigrant parents to help their children maintain their native language at home while learning English at school? Do I base my academic expectations on the individual ability of each student rather than on broad or stereotypical assumptions? Do I understand the English and native-language skills of each student so I can develop individually appropriate classroom and homework assignments? Do I seek additional, culture-specific assistance to provide appropriate instruction before referring an immigrant student to remedial classes? Do I use peer teaching, where limited-English-proficient students can participate and practice English-language skills in small groups? Do I allow students to develop their English-language skills in class without feeling embarrassed or intimidated? Are all students actively involved in classroom instruction and other classroom activities? Are classroom seating arrangements balanced by ethnicity as well as by gender? Are reading materials provided in the native languages represented in my classroom?
________________________________________________________ 12:15-12:30
Debriefing and Closing
________________________________________________________ Objective: Participants will identify characteristics of immigrant responsive education and make a plan to implement some of the characteristics. Focus Question: Why not give teachers strategies to work with immigrants? Because no strategies can apply to all immigrants. Immigrant responsive education requires a unique approach for every immigrant because they are incredibly diverse (ethnically, historically, socially, linguistically, etc…). This workshop aimed at giving participants the knowledge and questions to ask in order to develop strategies that will support immigrants within their own classrooms and schools. Activity: In their programs have them write down 3 new things they learned today that they could implement in their classrooms. Q & A: Allow about 5 minutes for participants to ask any questions they may have. Facilitator Closing: Read Quote from 1917 immigration act and compare the quote with the 1903 quote engraved in bronze on the Statue of Liberty. People excluded from entering the United States include: ... "all idiots, imbeciles, feeble-minded persons, epileptics, insane persons; persons who have had one or more attacks of insanity at any time previously; persons of constitutional psychopathic inferiority; persons with chronic alcoholism; paupers; professional beggars; vagrants; persons afflicted with tuberculosis in any form or with a loathsome or dangerous contagious disease; persons not comprehended within any of the foregoing excluded classes who are found to be and are certified by the examining surgeon as being mentally or physically defective, such physical defect being of a nature which may affect the ability of such alien to earn a living; persons who have been convicted of or admit having committed a felony or other crime or misdemeanor involving moral turpitude; polygamists, or persons who practice polygamy or believe in or advocate the practice of polygamy; anarchists, or persons who believe in or advocate the overthrow by force or violence of the Government of the United States."
Thank You
References Abad, N.S. & Sheldon, K.M. (2008). Parental autonomy support and ethnic culture identification among second-generation immigrants. Journal of Family Psychology. 22 (3), 652-657. Akiba, D. (2007). Ethnic retention as a predictor of academic success: lessons from the children of immigrant families and black children. Clearing House. 80 (5), 223-225. Beutle, M.E., Briggs, M., Hornibrook-Hehr,D.,& Warren-Sams, B. (2001). Improving education for immigrant students. Northwest Regional Educational Library. Retrieved April 20, 2009, from http://www.nwrel.org/cnorse/booklets/immigration/ Castles, S., & Miller, M. (2003). The age of migration. New York: The Gilford Press. Larsen, L.J. (2004). The foreign-born population in the united states. 2003. Current Population Reports, pp. 20-551, U.S. Census Bureau, Washington, D.C. Retrieved April 20, 2009, from http://www.census.gov/prod/2004pubs/p20-551.pdf Portes, A., & Rumbaut, R. (2006). Immigrant america a portrait. Berkley, CA: University of California Press. Rong, X.L., & Preissle, J. (1998). Educating immigrant students. Thousand Oaks, CA: Corwin Press, Inc. Suárez-Orozco, C., & Suárez-Orozco, M.M. (2001). Children of immigration. Cambridge: Harvard University Press.
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