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The Intersection Family, School and Community in the Education of Immigrant Children. Ambrizeth H. Lima, Ed.D. Race, Culture and Language: Effective Teaching of Immigrant Children December 6, 2007. Overview. What teaching means to me My research and my teaching The Immigrant child
Ambrizeth H. Lima, Ed.D.
Race, Culture and Language: Effective Teaching of Immigrant Children
December 6, 2007
It is impossible to teach without the courage to love, without the courage to try a thousand times before giving up…
From: Teachers as Cultural Workers: Letters to Those who Dare Teach (Freire, 1998; p.3)
Overarching Research Question:
How do they describe/understand/interpret their experiences in the U.S., within family, school, and community contexts?
(Translated from Creole)
I met my father here in the U.S. In the beginning it was difficult because there was no communication between us because we didn’t know each other…We don’t have a father-son relationship. We are two good friends.
[S]he don't want to see me in the positions she sees on the TV, like a lot of deportations, a lot of killings…the only thing I have to give to her is love, and respect...
My stepfather speaks Cape Verdean Creole, but my mother speaks both English and Creole, and Spanish. My mother spoke English with [my brother] and she spoke Creole with us. (Adilson, 24)
I can really you know, understand, but sometimes I keep it. I hold back…I can say it [in Creole], but sometimes I act like I’m stupid too, because I don’t want to talk about it. (Carlitos, 18)
[Letters from school are sent] [i]n English. I read them and in some occasions when it's things [my parents] need to know, [I translate].
Referring student for counseling
Communicating with parents
Discussing general “issues” related to families in the classroom
Encouraging the student to “hang on”
Allowing students time to “sort out” the myriad languages in their lives
Watching for issues that may be linguistic and not cognitive or vise-versa
Translating/interpreting resources within the schoolImplications for Educators
I think the whole environment [bilingual class]…I was feeling more comfortable because like after I came here, you know, came to the school, and we found Cape Verdean people. (Denzel, 21)
It was very good because [teachers] take their time when I didn't understand and stuff like that. They always made sure that we learn[ed] something.
I didn’t know anything about school. The next day I was in school. So fear, you know being nervous…I was always getting into fights as soon as I got there.
Ideological clarity refers to the process by which individuals struggle to identify and compare their own explanations for the existing socioeconomic and political hierarchy with the dominant society’s. (Bartolome, 1994, p.1)
The first day [of school] you come [with] all tight [clothes]…and few days later you want a jersey because you see [other students] in jerseys. You have the jersey but you still have tight pants, you have to go little by little.
[I]t's different, Hip Hop culture, and then I don't want to pick it up, but I have to pick it up, to fit in because if I don't, I won't fit in the culture.
Don't push yourself too far; don't push yourself too hard to get in that position. It might be a good position, it might be a bad position, but don't push too hard. Don't focus on that, focus on your grades.
At any moment, you know, you can be in your house and get shot, you know, it's a constant danger to your life out here.
Friends told me about [the teen center]. I used to mostly to stay home. So I came here and they said there were people that was offering help on homework, so I came here and started playing sports. (Angelo, 18)