Tuesday, September 25, 2018

Working with immigrant learners

Be they recent immigrants or American-born, many of our students’ mother tongue is not English. Their families and neighbors may well speak that language instead of English. Furthermore, their families are likely to have experienced formal education differently from their children. As teacher librarians, we are uniquely positioned to provide a welcoming and personalized learning environment for these populations.

Californians Together. (2010). Reparable harm: Fulfilling the unkept promise of educational opportunity for California’s long term English learners. Long Beach, CA: Author.

Festa, N. et al. (2014). Disparities in early exposure to book sharing within immigrant families. Pediatrics.

Hartshorne, J. K., Tenenbaum, J. B., & Pinker, S. (2018). A critical period for second language acquisition: evidence from 2/3 million English speakers. Cognition, 177, 263-277. http://l3atbc-public.s3.amazonaws.com/pub_pdfs/JK_Hartshorne_JB_Tenenbaum_S_Pinker_2018.pdf

Huang, M. et al. (2016). English learner students' readiness for academic success. San Francisco, CA: WestEd.

Krashen, S., & Mason, B. (2015). Can second language acquirers reach high levels of proficiency through self selected reading? An attempt to confirm nation's (2014) results. International Journal of Foreign Language Teaching 10 (2): 10-19. http://sdkrashen.com/articles.php?cat=2

Summers, L. (2010). Culturally-responsive leadership in school libraries. Library Media Connection (Mar.), 10-13. http://www.librarymediaconnection.com/pdf/lmc/reviews_and_articles/featured_articles/Summers_March_April2010.pdf

Academic Library Services to International Students Interest Group  http://www.acrl.ala.org/international/

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