Learning to read the world and the word : school-university-community collaboration to enrich immigrant literacy and teacher education / edited by R. Martin Reardon, Jack Leonard.

Format:

Book

Contributor:

Reardon, R. Martin, editor.

Leonard, Jack, 1948- editor.

Series:

Current perspectives on school/university/community research.

Current perspectives on school/university/community research

Language:

English

Subjects (All):

Children of immigrants--Education--United States.

Children of immigrants.

Literacy--Social aspects--United States.

Literacy.

Teachers--Training of--United States.

Teachers.

Community and school--United States.

Community and school.

Physical Description:

1 online resource (262 pages)

Edition:

First edition.

Place of Publication:

Charlotte, North Carolina : Information Age Publishing Inc., [2021]

Summary:

"Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that "the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities" (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as "the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]" (p. 1)-programs staffed by generally well-intentioned individuals who "lack awareness of im/migrant parents' preferences for what will happen in their children's ECEC program" (p. 2). To extrapolate from Tobin's summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, "the first and most profound engagement they have with the culture and language of their new host country" (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community. The perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies"-- Provided by publisher.

Contents:

Introduction

Learning about immigration, deportation, and family separation from picture books / Sophia Sobko and Edward M. Olivos

Building a culture of literacy in a community and school by uplifting student voice / Eliza Braden, Christie Martin, Heidi Mills, Michele Myers, and Beth White

Middle school student empowerment through the sun Is also a star: an American Library Association collaborative grant initiative exploring the immigrant experience / Anne Katz and Vivian Bynoe

Language acquisition and proficiency for immigrant children in K-12: the lasting impacts in higher education / Kristina Flores Victor, Jacob Benitez, Wendy Martinez, and Jovanna Justo-Sanchez

"We're making a difference"-newcomers, refugees, and immigrants: a school-university-community partnership / Cheryl A. Torrez and Marjori Krebs

Exploring teacher residency candidates' perceptions of preparation to support immigrant students in elementary classrooms / Clara Vaz Bauler and Emily J. S. Kang

Working toward biliteracy family night: can Latino families engage in developing academic events? / Kim H. Song and Gregory S. Child

School districts and graduate teacher training programs: mutually beneficial partnerships? / Scott Kissau, Kristin J. Davin, Michelle Stephan, and Lan Kolano

Promoting social justice education through university-school-community collaborations / Giselle Martinez Negrette and Bailey B. Smolarek

The home language in preschool: multilingual strategies to support immigrant families and children in universal prekindergarten / Zoila Morell, Yasmin Morales-Alexander, Madeline Sanchez, and Maria Olivier-Flores

About the editors

About the contributors.

Notes:

Includes bibliographical references.

Print version record.

ISBN:

1-64802-537-4

OCLC:

1255524485