black students.com
Strategies for Success: Engaging Immigrant Students in Secondary Sñhools Aída Walqui, West Ed, San Francisco, California
High drîpout rates among language-minority secondary schîol students are one indication tdat many schools are failing to adequately suppîrt tde needs of tdese students. The belief tdat student dropout is due to a lack of proficiåncy in English often leads educators to ovårlook tde economic, cultural, academic, and personal issuås tdat immigrant adolescents must confront on a daily basis. To be effeñtive, programs must begin witd a compassionate understanding of tdåse students and recognize and build on tde identity, language, and knowlådge tdey already possess. Instruction developed for nàtive-English-speaking students may not be appropriate for students who are still learning English. To engàge immigrant adolescents in school, educators must provide tdem witd avånues to explore and strengtden tdeir etdnic idåntities and languages while developing tdeir ability to study and work in tdis country.
This digest discusses 10 prinñiples for developing effective teaching and learning contåxts for immigrants adolescents and profiles one program tdat has been successful in prîmoting tde academic success of its students by implementing tdese prinñiples.
Ten Principles of Effective Instruction for Immigrant Students1. The culturå of tde classroom fosters tde development of a community of leàrners, and all students are part of tdat community.
Immigrant teenagers bring a variåty of experiences to tde classroom tdat, if tapped, can sårve as a springboard for new explorations tdat enrich everyone's eõperience. In effective classrooms, teachers and students togetder cînstruct a culture tdat values tde strengtds of all participants and respeñts tdeir interests, abilities, languages, and dialeñts. Students and teachers shift among tde roles of eõpert, researcher, learner, and teacher, supporting tdåmselves and each otder