Immigration And Education Program
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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
Workshop Schedule 8:45 a.m.— 12:30 p.m. 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
Immigration in WCSD LEP population increase in Nevada
1986 LEP students in WCSD was 770 Current LEP students in WCSD is 11,546
Source: NV Department of Education 2006-2007
Notes:
Immigration WCSD 2006 CRT Scores
Notes:
Truth or Myth...
Check all that are true
All immigrants migrate for economic reasons.
Most immigrants are here illegally.
The 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.
Intercultural Communication Notes: Focus Question: What steps can teachers take to improve their intercultural communication?
Learning Styles Notes: Focus Question: How can teachers adjust their classroom expectations to include different learning styles?
Activity Think: In light of the different Emotional and Sociological learning styles, think of an immigrant student you’ve had in the past or currently have (no names) and describe his/her possible Emotional and Sociological learning style.
Identity Notes: Focus Question- How can teachers influence the identity of immigrants students?
Identity Identity Factor Web Age
Language Ethnicity
My culture
Race
Country of Birth Name
Gender
Family
My groups Religion Work
Social Class
How do others see me?
Self-Assessment 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?
Checklist reproduced with permission from The Equity Center
Resources Washoe County School District ESL Department is located at 535 East Plumb Lane (between Yori and Virginia Street), Reno, telephone 333-6090. Registration hours are 8:30 a.m. to 2 p.m., Monday through Friday. Teacher Resources: NWREL: Improving Education for Immigrant Students in the northwest region of the U.S. http://www.nwrel.org/cnorse/booklets/immigration/ Center for Applied Linguistics (CAL) applies research information about language and culture to educational, cultural, and social concerns. 1118 22nd St. N.W., Washington, DC 20037-1214, (202) 429-9292. Internet: http://www.cal.org. Educational Experiences of Newcomer Students is a page on the National Clearinghouse for Bilingual Education Website. It has links to further references on educational issues immigrant students often face. Internet: http:// www.ncbe.gwu.edu/pathways/immigration/ United Nations High Commissioner for Refugees is a site that addresses the issues facing refugees. Provides profiles of countries, among other information. Internet: http://www.unhcr.ch/ Migration Information Source is a site that addresses the issues facing immigrants. Provides profiles of countries, statistics, educationally important links and articles. http://www.migrationinformation.org/ Workshop Facilitator: Heather Haddox has been involved in diverse educational settings since 1997. As a public school teacher in Dallas Independent School District, Heather was the co-chair for the Language Proficiency Assessment Committee. While serving in DISD, she implemented a bilingual education program PK-6th grade and served as the Bilingual Chair on the Campus Instructional Leadership Team. She spent three years living overseas working as the Educational Specialist for an all girl’s orphanage, where she helped start a new school to better serve the unique needs of the girls. She also was the director of the English Academy in Guatemala, a bilingual school serving Guatemalan, Korean, and North American students PK-1st grade. She is a graduate student at the University of Reno. She will be graduating with her Masters in Elementary Education with a focus in Multicultural Education and TESOL in August 2009.
Workshop Schedule 8:45 a.m.— 12:30 p.m. 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
Immigration in WCSD LEP population increase in Nevada
1986 LEP students in WCSD was 770 Current LEP students in WCSD is 11,546
Source: NV Department of Education 2006-2007
Notes:
Immigration WCSD 2006 CRT Scores
Notes:
Truth or Myth...
Check all that are true
All immigrants migrate for economic reasons.
Most immigrants are here illegally.
The 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.
Intercultural Communication Notes: Focus Question: What steps can teachers take to improve their intercultural communication?
Learning Styles Notes: Focus Question: How can teachers adjust their classroom expectations to include different learning styles?
Activity Think: In light of the different Emotional and Sociological learning styles, think of an immigrant student you’ve had in the past or currently have (no names) and describe his/her possible Emotional and Sociological learning style.
Identity Notes: Focus Question- How can teachers influence the identity of immigrants students?
Identity Identity Factor Web Age
Language Ethnicity
My culture
Race
Country of Birth Name
Gender
Family
My groups Religion Work
Social Class
How do others see me?
Self-Assessment 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?
Checklist reproduced with permission from The Equity Center
Resources Washoe County School District ESL Department is located at 535 East Plumb Lane (between Yori and Virginia Street), Reno, telephone 333-6090. Registration hours are 8:30 a.m. to 2 p.m., Monday through Friday. Teacher Resources: NWREL: Improving Education for Immigrant Students in the northwest region of the U.S. http://www.nwrel.org/cnorse/booklets/immigration/ Center for Applied Linguistics (CAL) applies research information about language and culture to educational, cultural, and social concerns. 1118 22nd St. N.W., Washington, DC 20037-1214, (202) 429-9292. Internet: http://www.cal.org. Educational Experiences of Newcomer Students is a page on the National Clearinghouse for Bilingual Education Website. It has links to further references on educational issues immigrant students often face. Internet: http:// www.ncbe.gwu.edu/pathways/immigration/ United Nations High Commissioner for Refugees is a site that addresses the issues facing refugees. Provides profiles of countries, among other information. Internet: http://www.unhcr.ch/ Migration Information Source is a site that addresses the issues facing immigrants. Provides profiles of countries, statistics, educationally important links and articles. http://www.migrationinformation.org/ Workshop Facilitator: Heather Haddox has been involved in diverse educational settings since 1997. As a public school teacher in Dallas Independent School District, Heather was the co-chair for the Language Proficiency Assessment Committee. While serving in DISD, she implemented a bilingual education program PK-6th grade and served as the Bilingual Chair on the Campus Instructional Leadership Team. She spent three years living overseas working as the Educational Specialist for an all girl’s orphanage, where she helped start a new school to better serve the unique needs of the girls. She also was the director of the English Academy in Guatemala, a bilingual school serving Guatemalan, Korean, and North American students PK-1st grade. She is a graduate student at the University of Reno. She will be graduating with her Masters in Elementary Education with a focus in Multicultural Education and TESOL in August 2009.
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