Constructing the (Un)Readiness of Brazilian Immigrant Children in One Elementary School

Autor/inn/en	Oliveira, Gabrielle; Lima Becker, Mariana; Segel, Marisa
Titel	Constructing the (Un)Readiness of Brazilian Immigrant Children in One Elementary School
Quelle	In: Multicultural Perspectives, 23 (2021) 4, S.206-216 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliveira, Gabrielle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0960
DOI	10.1080/15210960.2021.1986334
Schlagwörter	School Readiness; Latin Americans; Elementary School Students; Immigrants; Kindergarten; Teacher Attitudes; Student Attitudes; Grade 1; Teacher Characteristics; School Personnel; Public Schools; Foreign Countries; Student Characteristics; Bilingualism; Cultural Background; Counselor Attitudes; School Nurses; English Language Learners; Portuguese; Cultural Awareness; Positive Attitudes; Prosocial Behavior; Brazil; United States + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Latin America; People; Lateinamerika; Bevölkerung; Volk; Immigrant; Immigrantin; Immigranten; Lehrerverhalten; Schülerverhalten; School year 01; 1. Schuljahr; Schuljahr 01; Schulpersonal; Public school; Öffentliche Schule; Ausland; Bilingualismus; Portugiesischunterricht; Cultural identity; Kulturelle Identität; Brasilien; USA
Abstract	The phrase "ready to learn" has been widely used and researched by scholars, policy makers, and education practitioners. School readiness, as a construct, has referred to the basic skills that children need to transition to elementary school. However, there is no consensus on which basic skills students should possess when entering kindergarten, and even less for bilingual learners. In this article, we draw on interview data from 15 staff members in one urban public elementary school in the U.S. Northeast. We focus on how teachers and staff perceived their Brazilian students' disposition in kindergarten and first grade. Most of these professionals (nine out of fifteen) were themselves of Brazilian descent, shedding light on the understudied complexities of immigrant school personnel's positions and experiences in the multicultural landscapes of U.S. public schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01