|Published online: March 5, 2015||$US5.00|
Many immigrant children struggle with acculturation and the complexities of managing their own cultural values and beliefs with those of a new culture. When differences are viewed as deficiencies rather than assets, immigrant children, whose ethnicity, language, religion, values, norms, and behaviors tend to differ from those of the mainstream culture feel marginalized. Furthermore, cultural traditions can be the source of conflict between parents and children, and the school community. Some schools’ responses to immigrant students are addressed as problems rather than resources. Bilingual programs use primarily transitional methods rather than the recommended maintenance approach (which affirms the student’s cultural identity and language, while adding a new culture and linguistic proficiency to the student’s life). School becomes an arena for negotiation in the daily lives of these children as they search for coping mechanisms, while trying to balance these new, acquired cultural habits with those of their parents and extended family. Educators have a moral responsibility for creating caring classrooms and developing strategies which assist with acculturation and affirm these children’s sense of identity.
|Keywords:||Diverse Learners, Equity and Schooling, Inclusive Education|
The International Journal of Learner Diversity and Identities, Volume 21, Issue 3-4, March 2015, pp.11-20. Article: Print (Spiral Bound). Published online: March 5, 2015 (Article: Electronic (PDF File; 375.410KB)).
Chair and Professor, Department of Library & Information Studies, Azusa Pacific University, Azusa, CA, USA