Effective Instructional Approaches
Edited By Lydiah Nganga, John Kambutu and William B. Russell III
Chapter Two: Teachers on the Front Line of Global Migration: Catherine Cooke-Canitz
No cultural group remains unchanged following culture contact; acculturation is a two-way interaction, resulting in actions and reactions to the contact situation.
David L. Sam and John W. Berry, 2010
Increased student diversity in the classroom is observable in today’s schools. In 2009, nearly one-quarter (23.8 percent) of the 70.9 million children in the United States under the age of seventeen had at least one immigrant parent (Batalova & Terrazas, 2010). Between 1993 and 2000, the student population in the United States rose by 12 percent, while the population of students with limited English proficiency (LEP) rose by 84 percent (Migration Policy Institute, 2012). Immigrant students bring with them the hope and excitement of increasing and strengthening global networks, of expanding thoughts and experiences, and of contributing knowledge and talents to communities and lives. However, schools feel the brunt of this societal change, and classroom teachers on the front line bear the hourly, ongoing challenges associated with the language differences, cultural adaptations, and potential cultural conflicts that immigrant students often bring. Schools and teachers must see “the new composition of their student body as a turning point calling for qualitative change and the development and implementation of new coping strategies” (Horenczyk & Tatar, 2002, p. 437). To embrace the benefits of cultural globalization, teachers are called upon to confront their own prejudice, bias, and perceived threats to their security, as well as to digest the prospect of adapting, adjusting, and coping every...
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