"Whoa… Welcome to America!": Supporting Refugee Background Students' Socioemotional Well-Being, English Language Development, and Content Area Learning

Autor/inn/en	Newcomer, Sarah N.; Ardasheva, Yuliya; Morrison, Judith A.; Ernst-Slavit, Gisela; Morrison, Steven J.; Carbonneau, Kira J.; Lightner, Lindsay K.
Titel	"Whoa… Welcome to America!": Supporting Refugee Background Students' Socioemotional Well-Being, English Language Development, and Content Area Learning
Quelle	In: Journal of Research in Childhood Education, 35 (2021) 3, S.417-437 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ardasheva, Yuliya) ORCID (Morrison, Judith A.) ORCID (Morrison, Steven J.) ORCID (Carbonneau, Kira J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-8543
DOI	10.1080/02568543.2020.1734697
Schlagwörter	Refugees; English Language Learners; Well Being; Social Development; Emotional Development; Magnet Schools; Educational Environment; Family School Relationship; Cultural Awareness; Scaffolding (Teaching Technique); Interpersonal Relationship; Student Experience; Background; Language Proficiency; English (Second Language); Native Language; Caring; Elementary School Students; Washington + Suchen Sie Ihr Suchwort? Flüchtling; Well-being; Wellness; Wohlbefinden; Soziale Entwicklung; Gefühlsbildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural identity; Kulturelle Identität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Studienerfahrung; Hintergrundinformation; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Care; Pflege; Sorge; Betreuung
Abstract	In this qualitative case study, we draw from a larger, federally funded, multiyear study focused on preparing teachers to work with English language learners, which includes an increasing population of refugee background students. We report on the experiences and perspectives of two experienced upper elementary teachers teaching in a magnet school for refugee students, who make up 75% of the school's population. The school is in a medium-sized school district in southeastern Washington State. Applying a culturally responsive, humanizing pedagogical perspective to our analysis of interviews, observations, and artifacts, a number of themes describing similar and different ways the teachers supported their students' socioemotional well-being and learning emerged. The main similarities included: (1) opening up space for students to share their personal experiences; (2) partnering with families in support of cross-cultural understandings; and (3) scaffolding instruction, especially through modeling, schema building, and contextualizing. The main differences included: (1) approaches to relationship-building (focus on teacher-student versus student-student support systems), (2) ways of relating to students' personal lives and background experiences (primary reliance on in- versus out-of-school support systems), and (3) differentiating for the varying levels of English language proficiency (e.g., differences in native language use). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01