This book provides targeted suggestions that educators can use to ensure successful teaching and learning with today's growing population of transnational, multilingual students. The text offers insights based on the author's observations, interactions, and interviews with second-generation immigrant children, their families, and their teachers in the United States and South Korea. These collected stories give educators a better understanding of how elementary school children engage in language, literacy, and learning in and across spaces and countries; the forms of unique linguistic and cultural knowledge immigrant children build, expand, and mobilize as they move across contexts; the ways in which immigrant children position themselves and represent their identities; and how educators and researchers can honor these children's identities and unique talents. Featuring children's narratives, drawings, writings, maps, and photographs, this resource is a must-read for educators and researchers seeking to create more inclusive learning spaces and literacy practices. Book Features: Examples of students' literacy practices with insights for more effective teaching. Practical lessons gleaned from children engaging with language and literacy in flexible and dynamic ways in their everyday lives. Targeted suggestions to help educators better understand and utilize children's unique linguistic abilities and cultural understandings. Discussion questions and examples that challenge deficit perspectives of immigrant children and reposition them as multilingual and transnational experts. Implications for educators and researchers seeking ways to amplify young immigrant children's voices and leverage their knowledge.

The children of immigrants account for the fastest growing segment of the U.S. population under eighteen years old—one out of every five children in the United States. Will this generation of immigrant children follow the path of earlier waves of immigrants and gradually assimilate into mainstream American life, or does the global nature of the contemporary world mean that the trajectory of today's immigrants will be fundamentally different? Rather than severing their ties to their home countries, many immigrants today sustain economic, political, and religious ties to their homelands, even as they work, vote, and pray in the countries that receive them. The Changing Face of Home is the first book to examine the extent to which the children of immigrants engage in such transnational practices. Because most second generation immigrants are still young, there is much debate among immigration scholars about the extent to which these children will engage in transnational practices in the future. While the contributors to this volume find some evidence of transnationalism among the children of immigrants, they disagree over whether these activities will have any long-term effects. Part I of the volume explores how the practice and consequences of transnationalism vary among different groups. Contributors Philip Kasinitz, Mary Waters, and John Mollenkopf use findings from their large study of immigrant communities in New York City to show how both distance and politics play important roles in determining levels of transnational activity. For example, many Latin American and Caribbean immigrants are "circular migrants" spending much time in both their home countries and the United States, while Russian Jews and Chinese immigrants have far less contact of any kind with their homelands. In Part II, the contributors comment on these findings, offering suggestions for reconceptualizing the issue and bridging analytical differences. In her chapter, Nancy Foner makes valuable comparisons with past waves of immigrants as a way of understanding the conditions that may foster or mitigate transnationalism among today's immigrants. The final set of chapters examines how home and host country value systems shape how second generation immigrants construct their identities, and the economic, social, and political communities to which they ultimately express allegiance. The Changing Face of Home presents an important first round of research and dialogue on the activities and identities of the second generation vis-a-vis their ancestral homelands, and raises important questions for future research.

Grounded in both theory and practice, with implications for both, this book is about children’s perspectives on the borders that society erects, and their actual, symbolic, ideational and metaphorical movement across those borders. Based on extensive ethnographic data on children of immigrants (mostly from Mexico, Central America and the Philippines) as they interact with undergraduate students from diverse linguistic, cultural and racial/ethnic backgrounds in the context of an urban play-based after-school program, it probes how children navigate a multilingual space that involves playing with language and literacy in a variety of forms. Immigrant Children in Transcultural Spaces speaks to critical social issues and debates about education, immigration, multilingualism and multiculturalism in an historical moment in which borders are being built up, torn down, debated and recreated, in both real and symbolic terms; raises questions about the values that drive educational practice and decision-making; and suggests alternatives to the status quo. At its heart, it is a book about how love can serve as a driving force to connect people with each other across all kinds of borders, and to motivate children to engage powerfully with learning and life.

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Without denying the difficulties that confront migrants and their distant kin, this volume highlights the agency of family members in transnational processes of care, in an effort to acknowledge the transnational family as an increasingly common family form and to question the predominantly negative conceptualisations of this type of family. It re-conceptualises transnational care as a set of activities that circulates between home and host countries - across generations - and fluctuates over the life course, going beyond a focus on mother-child relationships to include multidirectional exchanges across generations and between genders. It highlights, in particular, how the sense of belonging in transnational families is sustained by the reciprocal, though uneven, exchange of caregiving, which binds members together in intergenerational networks of reciprocity and obligation, love and trust that are simultaneously fraught with tension, contest and relations of unequal power. The chapters that make up this volume cover a rich array of ethnographic case studies including analyses of transnational families who circulate care between developing nations in Africa, Latin America and Asia to wealthier nations in North America, Europe and Australia. There are also examples of intra- and extra- European, Australian and North American migration, which involve the mobility of both the unskilled and working class as well as the skilled middle and aspirational classes.

As the immigrant population grows in countries such as the United States, so does the number of newcomer immigrant students in middle and high schools. Many scholars have noted that the education immigrant adolescents receive has a great bearing on the future of the nation. Understanding Adolescent Immigrants: Moving toward an Extraordinary Discourse for Extraordinary Youth highlights the voices of these young people by sharing the stories of seven newcomer youths aged 13 to 20 years in U.S. high schools. By learning their histories, present situations, and dreams for the future, we can understand both these students’ unique contribution to their new country and their schools’ roles in helping them achieve success.

Learn how to center, affirm, and develop Black immigrant literacies in ways that allow all youth to engage with and honor their literacies. This book presents a framework to revolutionize teaching in ways that draw on students’ assets for redesigning, rethinking, and reimagining literacy and the English Language Arts curriculum. This novel framework has five mechanisms through which Black immigrant literacies and languaging can be better understood: the struggle for justice, the myth of the model minority, transraciolinguistics, the local-global, and holistic literacies. Presenting authentic narratives of Afro-Caribbean youth, the author describes how teachers and educators can: (1) teach the Black literate immigrant; (2) use literacy and English language arts curriculum as a vehicle for instructing Black immigrant youth; (3) foster relations among Black immigrants and their peers through literacy; and (4) connect parents, schools, and communities. The text includes lesson plans, instructional modules, and templates that range in their focus from K–12 to college. Book Features: Details how teachers, curriculum, and instruction can benefit from understanding the experiences of Black immigrant students, and how that experience differs from other Black American students.Highlights authentic narratives that center the holistic voices of Afro-Caribbean immigrant youth from Jamaica and the Bahamas. Demonstrates how students grapple with racialization, becoming immigrants, and the responses of others to their use of Englishes in the United States. Offers research-based methods for teaching all students to draw on their metalinguistic, metacultural, and metaracial understandings in literacy and ELA classrooms.Presents concrete strategies for supporting Black immigrant populations in establishing and sustaining a sense of community across linguistic, cultural, and racial contexts.

"Black African immigrant youth and young adults from countries south of the Sahara, among the most rapidly growing immigrant groups in the US given immigration, resettlement, and asylum programs, have long demonstrated varied racial, ethnic, gendered, cultural, linguistic, religious, and transnational identities in their diverse schooling and education practices. Moreover, African immigrant youth enacting complex, embodied practices within and across varied schooling and educational contexts, and at the interplay of language, literacy, and civic learning and action taking, complicate urgent questions of which students may engage civically in schools and communities, and how they may do so. Thus, transformative education research to support diverse schooling, education, and civic engagement experiences for African immigrant and refugee students will increasingly depend on enacting generative research frameworks, teaching approaches, and innovative methodologies. Such research and teaching hold possibilities for assisting and preparing researchers, teacher educators, teachers, and community-based educators to identify key schooling, education and civic engagement practices associated with student's varied identities, and / or taking up research approaches and learning contexts that affirm and extend the identified practices"--

Curating a Literacy Life spotlights the idea of curation as a process for inspiring student-centered learning with digital media. Young people need to learn to become purposeful collectors and, thus, curators of their own learning. In this book, Kist shows educators how to empower students as they make sense of all the books, videos, websites, and social media they access. Packed with ideas and activities developed over time in a high school setting, the author presents a model for learning to learn—a way of processing, making meaning, and repurposing all the texts around us. Kist demonstrates how curating can happen no matter where the teaching and learning are taking place, whether virtually or face-to-face, in school or out of school. Using Smart phones; a Netflix account, and access to a variety of YA, canonical, and media texts, this resource provides a foundation for becoming lifelong scholars and artists. Curating a Literacy Life is for both teachers and parents who are interested in helping young people harness, manage, and learn from the multiple messages and texts they encounter every day. Book Features: A powerful model to help teens make sense of and even repurpose the texts they encounter daily.Ideas for making use of digital media in ways that are meaningful to today’s students.Strategies for bridging the divide between in-school and out-of-school literacies. Activities developed during the author’s years as an instructional coach at Cleveland’s Glenville High School.

This book tells the story of how families separated across borders write--and learn new ways of writing--in pursuit of love and money. According to the UN, 244 million people currently live outside their countries of birth. The human drama behind these numbers is that parents are often separated from children, brothers from sisters, lovers from each other. Migration, undertaken in response to problems of the wallet, also poses problems for the heart. Writing for Love and Money shows how families separated across borders turn to writing to address these problems. Based on research with transnational families in Latin America, Eastern Europe, and North America, it describes how people write to sustain meaningful relationships across distance and to better their often impoverished circumstances. Despite policy makers' concerns about "brain drain," the book reveals that immigrants' departures do not leave homelands wholly educationally hobbled. Instead, migration promotes experiences of literacy learning in transnational families as they write to reach the two life goals that globalization consistently threatens: economic solvency and familial intimacy.