Overview

In the current political climate of the U.S., newcomer immigrant and refugee students seeking an education and a better life for themselves face their most uncertain future yet. Particularly, English learners who have experienced interrupted or limited schooling in their home country and language face challenges in adjusting to a new environment. They deserve differentiated support to succeed both in school and in their new communities. What sets this book apart are the student stories which shed light on the significant resilience they exhibit despite many obstacles faced during all stages of migration. This includes immigration hurdles, housing instability, negative stereotyping and, for some students, the difficult experience of crossing the border as an unaccompanied minor. In Creating Responsive Classroom Communities for Newcomers, readers will hear from educators, counselors and students in a study of 4 high schools across New York State. They will learn what is being done to develop classrooms and schools that can be culturally and linguistically responsive to the needs of diverse newcomer students with interrupted schooling. The book shares observations and details of a SIFE-centered English Language Arts curriculum developed with these students’ needs in mind, including best practices in both academic instruction and in cultivating a welcoming classroom culture that builds upon student strengths and background knowledge. Readers will come away with a deeper understanding not only of the challenges these students face but also ideas for strategies to better serve them by transforming and improving their own school communities.

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9781498588515

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Reviews

At a time when much of the national discourse criminalizes immigrants and when policies ban them from entering the US, Lisa Auslander's book humanizes the migration experiences of youth who have risked so much just to survive. She shows how schools can take a collaborative approach with administrators, teachers, counselors and community organizations to support the socio-emotional well-being and academic growth of newcomer students, and help them thrive in their new nation. Holistically educating immigrant secondary students who are also new to English and to school-based literacy practices is not easy, but it is an imperative for US schools and Lisa Auslander shows us ways to do just that!--Tatyana Kleyn, The City College of New York, USA Every day immigrant adolescents with developing literacy in their home languages sit silently and passively in high school classrooms. In this book, Auslander brings them into full view, as she shares their lives and traumas, as well as the ways in which educators in four schools implemented a curriculum and developed strategies to fully engage them as active learners.--Ofelia Garcia, The Graduate Center, City University of New York This extended qualitative study by Auslander, an education researcher at CUNY, documents a project to improve academic success for immigrant and refugee high school students in New York. These newcomer English language learners are known as students with interrupted/inconsistent formal education, or SIFE. Thoroughly developed, using grounded theory methodology, the book's central research question focuses on how responsive the project curriculum is for SIFE, who can be years behind in their education, academically as well as socially and emotionally. Auslander provides perspectives on the research question from teachers, counselors, and the students themselves, with frequent vignettes to let people speak in their own voices. She discovers well-meaning school professionals struggling with overwhelming student needs and limited budgets, similar to other research findings on public education. Despite this stark reality, the project curriculum is successful for SIFE who manage to stay in high school. Auslander buttresses her findings with a thorough bibliography and detailed research notes for readers who want to go more in depth. This book will be of significant value to undergraduate students pursuing teaching or school counseling or graduate students entering school administration. Summing Up: Recommended. Lower-division undergraduates through faculty and professionals.--CHOICE

At a time when much of the national discourse criminalizes immigrants and when policies ban them from entering the US, Lisa Auslander's book humanizes the migration experiences of youth who have risked so much just to survive. She shows how schools can take a collaborative approach with administrators, teachers, counselors and community organizations to support the socio-emotional well-being and academic growth of newcomer students, and help them thrive in their new nation. Holistically educating immigrant secondary students who are also new to English and to school-based literacy practices is not easy, but it is an imperative for US schools and Lisa Auslander shows us ways to do just that!--Tatyana Kleyn, The City College of New York, CUNY, USA This extended qualitative study by Auslander, an education researcher at CUNY, documents a project to improve academic success for immigrant and refugee high school students in New York. These newcomer English language learners are known as students with interrupted/inconsistent formal education, or SIFE. Thoroughly developed, using grounded theory methodology, the book's central research question focuses on how responsive the project curriculum is for SIFE, who can be years behind in their education, academically as well as socially and emotionally. Auslander provides perspectives on the research question from teachers, counselors, and the students themselves, with frequent vignettes to let people speak in their own voices. She discovers well-meaning school professionals struggling with overwhelming student needs and limited budgets, similar to other research findings on public education. Despite this stark reality, the project curriculum is successful for SIFE who manage to stay in high school. Auslander buttresses her findings with a thorough bibliography and detailed research notes for readers who want to go more in depth. This book will be of significant value to undergraduate students pursuing teaching or school counseling or graduate students entering school administration. Summing Up: Recommended. Lower-division undergraduates through faculty and professionals.-- Choice Every day immigrant adolescents with developing literacy in their home languages sit silently and passively in high school classrooms. In this book, Auslander brings them into full view, as she shares their lives and traumas, as well as the ways in which educators in four schools implemented a curriculum and developed strategies to fully engage them as active learners.--Ofelia Garcia, The Graduate Center, City University of New York

This extended qualitative study by Auslander, an education researcher at CUNY, documents a project to improve academic success for immigrant and refugee high school students in New York. These newcomer English language learners are known as “students with interrupted/inconsistent formal education,” or SIFE. Thoroughly developed, using grounded theory methodology, the book’s central research question focuses on how responsive the project curriculum is for SIFE, who can be years behind in their education, academically as well as socially and emotionally. Auslander provides perspectives on the research question from teachers, counselors, and the students themselves, with frequent vignettes to let people speak in their own voices. She discovers well-meaning school professionals struggling with overwhelming student needs and limited budgets, similar to other research findings on public education. Despite this stark reality, the project curriculum is successful for SIFE who manage to stay in high school. Auslander buttresses her findings with a thorough bibliography and detailed research notes for readers who want to go more in depth. This book will be of significant value to undergraduate students pursuing teaching or school counseling or graduate students entering school administration. Summing Up: Recommended. Lower-division undergraduates through faculty and professionals. * CHOICE * Every day immigrant adolescents with developing literacy in their home languages sit silently and passively in high school classrooms. In this book, Auslander brings them into full view, as she shares their lives and traumas, as well as the ways in which educators in four schools implemented a curriculum and developed strategies to fully engage them as active learners. -- Ofelia García, The Graduate Center, City University of New York At a time when much of the national discourse criminalizes immigrants and when policies ban them from entering the US, Lisa Auslander's book humanizes the migration experiences of youth who have risked so much just to survive. She shows how schools can take a collaborative approach with administrators, teachers, counselors and community organizations to support the socio-emotional well-being and academic growth of newcomer students, and help them thrive in their new nation. Holistically educating immigrant secondary students who are also new to English and to school-based literacy practices is not easy, but it is an imperative for US schools and Lisa Auslander shows us ways to do just that! -- Tatyana Kleyn, The City College of New York, USA

Author Information

Lisa Auslander is project director and principal investigator at CUNY Graduate Center

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