Stress and coping of English learners in the 21st century / edited by Teresa Rishel, Paul Chamness Miller.

Format:

Book

Contributor:

Rishel, Teresa, editor.

Miller, Paul Chamness, editor.

Series:

Research on stress and coping in education series.

Research in stress and coping in education

Language:

English

Subjects (All):

English language--Study and teaching--Foreign speakers--Psychological aspects.

English language.

English language--Study and teaching--Foreign speakers--Social aspects.

Second language acquisition.

Immigrants--Education--United States.

Immigrants.

Refugees--Education--United States.

Refugees.

Physical Description:

1 online resource (235 pages).

Place of Publication:

Charlotte, North Carolina : Information Age Publishing Inc., 2018.

Summary:

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K-12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

Contents:

Acknowledgments

Chapter 1. Problematizing the experiences of english learners in u.s. Schools / Paul Chamness Miller and Teresa Rishel

Chapter 2. Secure attachments in schools: Adults as ambassadors mediating newcomer students' social and emotional adaptation / Alaisa Grudzinski, Andrea Honigsfeld, Alma Rocha, and Amy Eckelmann

Chapter 3. Language brokering: Effects on parent-child relationships, bilingualism, and cognitive and emotional development / Yolanda Salgado and María D. Avalos

Chapter 4. The role of school and teachers in english learners' socioemotional well-being / Victoria Christine Rodriguez, Shadab Fatima Hussain, and Amado Padilla

Chapter 5. Coping as a line of flight in a linguistically diverse kindergarten classroom / Adrian D. Martin and Kathryn J. Strom

Chapter 6. He needs help: Marking and marginalizing english learners through peer interactions / Meghan Corella and Jane Younga Choi

Chapter 7. Understanding english learners from socioemotional perspectives / Bogum Yoon and Boukary Ouedraogo

Chapter 8. Exploring the collaborative foundations of trauma-informed service provision for refugee students: A west michigan case study / Michelle L. Solorio

Chapter 9. Negative emotion discourses in school and family contexts: A narrative inquiry approach to an english learner's stories of experience / Hayriye Kayi-Aydar

Chapter 10. The power of relationships for english learners: Friendships cultivating linguistic agency / Jennifer Collett

Chapter 11. Family structures of refugee students in the u.s. And their effects on schooling / Madhavi Tandon

Chapter 12. Embracing possibilities for english learner inclusion, comfort, and care / Teresa Rishel and Paul Chamness Miller

About the authors

Index.

Notes:

Includes bibliographical references and index.

Print version record.

ISBN:

1-64113-151-9