What We Must Learn From Children in Immigrant Families. (28th August 2019)

• Record Type: Journal Article
• Authors: Compton‐Lilly, Catherine; Kim, Jieun; Quast, Erin; Tran, Sarah; Shedrow, Stephanie
• Is Part Of: Reading teacher. Volume 73:Number 2(2019)
• Page Start: 135
• Page End: 140
• Publication Date: 2019-08-28
• Subjects: Prior knowledge < Comprehension -- Distance education, distance learning < Digital/media literacies -- New literacies < Digital/media literacies -- Visual literacy < Digital/media literacies -- Community‐based programs, resources < Family literacy -- Intergenerational literacy < Family literacy -- English language learners -- English learners -- English as a second language -- English for speakers of other languages < Language learners -- Advocacy < Policy -- Case study < Research methodology -- Qualitative < Research methodology -- Family literacy -- Language learners -- 2‐Childhood -- 3‐Early adolescence; Reading (Elementary) -- Periodicals; Reading -- Periodicals; Reading -- Remedial teaching -- Periodicals; 372.405
• DOI: 10.1002/trtr.1832
• Languages: English
• ISSNs: 0034-0561

Abstract

Abstract: The authors explore the intriguing transnational awareness demonstrated by young students from immigrant families. The authors argue that awareness is an important fund of knowledge and the foundation on which some students build an inclusive view of the world, a view that honors the humanity of people around the world. After exploring the transnational awareness of young students, the authors follow one student from first grade into high school. Adam is Muslim American, bilingual in Arabic and English, and learning French. He is an avid soccer player, but most of all, he has a perspective on the world that is expansive, inclusive, and curious. Adam has lessons to teach not only his peers but also his teachers.