More Details

Summary:

Abstract: "This book focuses on research based pedagogical practices for teaching young English language learners and immigrants implementing strategies across the curriculum from social emotional development, parent involvement, assessment to language development and more"-- [Provided by publisher]

Table of Contents:

• Chapter 1. Building fearless, confident CLD learners: one elementary school's experience creating positive relationships with diverse families and the community
• Chapter 2. Digital storytelling with English language learning families
• Chapter 3. Bilingual/bicultural paraprofessionals as brokers of English learners' family-teacher relationships
• Chapter 4. Disruption through concientizacio⁺ѓn: using a three-tier approach to family engagement through a VERDAD framework
• Chapter 5. The role of educator preparation programs in fostering partnerships with schools in supporting English language learners, immigrant families, and special education
• Chapter 6. Building bridges between school and home: teacher, parents, and students examining Latinx immigrant experiences
• Chapter 7. Fostering successful communities of collaboration through educational partnerships: strengthening bilingual learners' language and literacy achievement along the Texas-Mexican border
• Chapter 8. Bridging family-teacher relationships in a predominately Latinx title i school with a Spanish-English dual immersion strand program
• Chapter 9. Latinx and immigrant heritage language maintenance
• Chapter 10. Role of immigrant parents' attitudes and practices in emergent bilingual students' language use and translanguaging performance
• Chapter 11. Parental engagement in school and educational programmes for immigrant learners
• Chapter 12. Academic support for ELL and immigrant adolescents: connecting home, school, and communities
• Chapter 13. A qualitative study of home-school literacy connections between Korean ELL families and their children's early childhood teachers
• Chapter 14. "Respectful" home-school relationships: phenomenological perspectives of immigrant and minoritized parents in the USA
• Chapter 15. Family-teacher relationships: to what extent do cultural and linguistic capital matter?
• Chapter 16. Kindergarten writing: utilizing funds of knowledge in a digital classroom.

Author/Creator:

Onchwari, Grace, 1972- , author

Contributors:

Keengwe, Jared, 1973- , author

IGI Global , publisher, http://id.loc.gov/vocabulary/relators/pbl

Languages:

English

Language Notes:

Item content: English

Main Work:

Bridging family-teacher relationships for ELL and immigrant students [by Onchwari, G.]

Subjects:

Parent-teacher relationships — United States

Home and school — United States

Immigrant students — United States

English language — Study and teaching — Foreign speakers

Parent-teacher relationships

Home and school

Immigrant students

English language

United States

General Notes:

Includes bibliographical references and index.
Description based on online resource; title from title screen (IGI Global, viewed 11/21/2020).

Physical Description:

1 online resource (370 pages

Digital Characteristics:

text file

Call Numbers:

LC226 .O53 2021eb

ISBNs:

9781799847137 (ebook)
1799847136 [Invalid]
9781799847120 (hardcover) [Invalid]

Other Standard Numbers:

Digital Object Identifier: 10.4018/978-1-7998-4712-0

OCLC Numbers:

1158507922

Other Control Numbers:

slc00000923 (source: CaBNVSL)
[Unknown Type]: igi00244549