Free Delivery Over $100
|
|
|||
|
||||
OverviewStress 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. Full Product DetailsAuthor: Teresa Rishel , Paul Chamness MillerPublisher: Information Age Publishing Imprint: Information Age Publishing Weight: 0.525kg ISBN: 9781641131490ISBN 10: 1641131497 Pages: 248 Publication Date: 28 February 2018 Audience: Professional and scholarly , Professional & Vocational Format: Paperback Publisher's Status: Active Availability: In stock  We have confirmation that this item is in stock with the supplier. It will be ordered in for you and dispatched immediately. Table of ContentsAcknowledgments. Problematizing the Experiences of English Learners in U.S. Schools Secure Attachments in Schools: Adults as Ambassadors Mediating Newcomer Students’ Social and Emotional Adaptation Language Brokering: Effects on Parent-Child Relationships, Bilingualism, and Cognitive and Emotional Development The Role of School and Teachers in English Learners’ Socioemotional Well-Being Coping as a Line of Flight in a Linguistically Diverse Kindergarten Classroom “He Needs Help”: Marking and Marginalizing English Learners Through Peer Interactions Understanding English Learners From Socioemotional Perspectives Exploring the Collaborative Foundations of Trauma-Informed Service Provision for Refugee Students: A West Michigan Case Study Negative Emotion Discourses in School and Family Contexts: A Narrative Inquiry Approach to an English Learner’s Stories of Experience The Power of Relationships for English Learners: Friendships Cultivating Linguistic Agency Family Structures of Refugee Students in the U.S. and Their Effects on Schooling Embracing Possibilities for English Learner Inclusion, Comfort, and Care About the Authors. Index.ReviewsAuthor InformationTab Content 6Author Website:Countries AvailableAll regions |
||||
