Bridging Family-Teacher Relationships for ELL and Immigrant Students
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Bridging Family-Teacher Relationships for ELL and Immigrant Students

Grace Onchwari (University of North Dakota, USA) and Jared Keengwe (University of North Dakota, USA)
Release Date: December, 2020|Copyright: © 2021 |Pages: 370|DOI: 10.4018/978-1-7998-4712-0
ISBN13: 9781799847120|ISBN10: 1799847128|EISBN13: 9781799847137|ISBN13 Softcover: 9781799869788
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Description

Recent research suggests that good relationships between parents and their children’s providers or teachers could lead to positive outcomes for children and families. Positive, mutually respectful, and collaborative relationships between families and schools and education providers and teachers contribute to young children’s school readiness, increase positive family engagement in children’s programs, and strengthen home-program connection, a critical factor to children’s school success.

Bridging Family-Teacher Relationships for ELL and Immigrant Students is a comprehensive reference source that focuses on research-based pedagogical practices for teaching young English language learners (ELL) and immigrants. It specifically looks at strategies across the curriculum including social-emotional development, parent involvement, language development, and more. While highlighting major themes that include academic engagement and achievement among ELL and immigrant children, factors affecting partnerships with schools and home, the impact of home environments on school readiness, and student performance, this book shares pedagogical practices across different subjects that use partnerships with families of ELL/immigrants. It is intended for classroom teachers (early childhood and K-12), parents, faculty, school administrators, academicians, professionals, researchers, and students interested in family-teacher relationships.

Topics Covered

The many academic areas covered in this publication include, but are not limited to:

  • Bilingualism
  • Culturally and Linguistically Diverse Learners
  • Digital Storytelling
  • Educator Preparation Programs
  • English Language Learners (ELL)
  • Latinx Immigrant Experiences
  • School-Family-Community Relationships
  • Special Education
  • Student-Teacher Relationships

Table of Contents and List of Contributors

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Author(s)/Editor(s) Biography

Dr. Grace Onchwari is an Associate Professor in the Department of Teaching and Learning at the University of North Dakota, USA, where she teaches a variety of graduate and undergraduate courses in early childhood education. She is also the coordinator of the early childhood program. Her research focuses on teacher professional development, immigrant children, Head Start, and mentor-coaching. Dr. Onchwari’s academic background includes a postgraduate diploma in education, Masters in child development and early childhood education and a doctoral degree in curriculum instruction with an early childhood education emphasis. Dr. Onchwari has researched and authored articles and book chapters with a focus on these areas. She is also the co-editor of the book titled “Cross-Cultural Considerations in the Education of Young Immigrant Learners.”
Jared Sagini Keengwe is a Professor at the University of North Dakota (UND) and currently serves as the coordinator of the Elementary Education program. He is the editor-in-chief of two IGI Global Book Series: Advances in Higher Education and Professional Development (AHEPD) and Advances in Early Childhood and K-12 Education (AECKE). Prof. Keengwe has published several books and over 100 publications in journals and conference proceedings. His research interests focus on digital technology integration and learner-centered pedagogy in teacher education. His work was honored with the UND Foundation/McDermott Faculty Award for Excellence in Academic Advising. He was a recipient of the North Dakota Spirit Faculty Achievement Award in recognition of significant contributions in teaching, research, and service. At the national level, Prof. Keengwe was one of the 10 recipients selected to receive the 2010 American Educational Research Association (AERA) Teacher Education Travel Award. More recently, Prof. Keengwe was a recipient of the 2017 Carnegie African Diaspora Fellowship.