Cross-Cultural Considerations in the Education of Young Immigrant Learners

Cross-Cultural Considerations in the Education of Young Immigrant Learners

Jared Keengwe, Grace Onchwari
Indexed In: SCOPUS View 1 More Indices
Release Date: December, 2013|Copyright: © 2014 |Pages: 359
DOI: 10.4018/978-1-4666-4928-6
ISBN13: 9781466649286|ISBN10: 1466649283|EISBN13: 9781466649293
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Description & Coverage
Description:

As the American immigrant population continues to expand, immigrant children and children of immigrants are entering the public school system. To be most effective, new teaching pedagogies must take cultural diversity into account.

Cross-Cultural Considerations in the Education of Young Immigrant Learners explores some of the contemporary research on young immigrant learners in the United States, reflecting on their particular struggles in language learning, cultural integration, and other curricular and extra-curricular activities. This book will be most useful to teachers, administrators, researchers, and professionals within the public education sector who are looking for enhanced methodologies in the instruction of their multinational students.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Academic Language Proficiency
  • Culturally Relevant Pedagogy
  • Culturally Responsive Teaching/Curriculum
  • English Language Learners
  • Linguistically Appropriate Instruction
  • Literacy Development
  • Technology and Assessment
  • Transnational Families
  • Young Immigrant Learners
Reviews & Statements

Written for K-12 educators, administrators, and teacher educators, this volume will be of interest to those working with or within school districts that are looking for enhanced methodologies in working with multinational students. The work begins with a basic table of contents, followed by a detailed table of contents containing abstracts of each chapter. An index enables location of desired information as well. Each chapter has a list of references, and the editors have also compiled all references into a single list at the end of the work. This work is a valuable addition to any education collection.

– Sara Marcus, American Reference Books Annual
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Editor/Author Biographies
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and serves as the Director of the Undergraduate Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and manuscripts in refereed journals. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was a recipient of the International Institute of Education Fellowship under the Carnegie African Diaspora Fellowship Program (CADFP) – a scholar fellowship program for educational projects at African higher education institutions. The program is funded by a grant from Carnegie Corporation of New York (CCNY).
Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”
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