Still waters run deep: giving poetic voice to the silent struggles of academically successful immigrant students
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Résumé
ABSTRACTTypically, newcomer students to North American who must learn the school language as their second language (L2), tend to become conversationally fluent and socially adept in their L2 rather quickly (after one or two years), but continue to struggle to use their L2 in more cognitively complex academic tasks for up to five years (Cummins, 1979; 1984). Teachers who work with L2 learners in mainstream classes may be accustomed to this pattern and therefore aware of the additional academic language support that these students require. However, not all immigrant struggles are academic in nature. This study focuses on a different subset of immigrant students in North America who may fail to receive support for their needs, namely, students who have previously attended private English immersion schools in Latin America where they have already reached a high academic proficiency in their L2, but where they have had few opportunities to use their L2 socially. While thriving academically in their new schools, these students may still struggle with social isolation. For this qualitative study, I conducted semi-structured interviews with six participants who immigrated to either the United States or Canada when they were between the ages of 11 and 19 from Colombia and Mexico. They all attended private bilingual schools in their countries of origin. I used poetic inquiry to examine the common themes in their immigration experiences. Specifically, after analyzing my data for themes through open coding and poetic inquiry, I recombined fragments of individual's interviews to create 'found poetry' on each theme (Butler- Kisber, 2010), thus using participants' own voices to express their common experiences with language, culture, identity confusion, and social isolation as they adjusted to their new society (Butler-Kisber & Stewart, 2009). Based on findings from the study, I emphasize the need to heighten teachers' awareness of immigrant students' academic and social needs, and I outline measures that teachers and schools can take to support these students' social integration.
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Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,011 | 0,001 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle