Immigrant Students Navigating Canadian Schools: A Longitudinal View

Gunderson, Lee; D’Silva, Reginald Arthur; Odo, Dennis Murphy

doi:10.18806/tesl.v29i0.1114

Cited by 19 publications

(9 citation statements)

References 21 publications

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“…The researchers argued that the ability to resist adverse situations associated with academic dropout may be related to the learners' social environment, such as support from family, good role models, and personal networks that build social capital and reduce vulnerability (Esteban & Marti, 2014). Our study indicated that a key influence that shapes the academic achievement of immigrant children is the drive and determination of both parents and children to succeed in the host country (as found in other studies internationally, for example, Gunderson, D'Silva, & Odo, 2012).…”

Section: My Mum Always Says That I Should Not Worry About What Other supporting

confidence: 63%

“…The kind of oppression the participants shared is unacceptable and indefensible, and goes against the principles of social justice, nondiscrimination and inclusion embedded in the South African Constitution and various education policy documents. Gunderson et al (2012) reminded us that schools are "social institutions" containing "micro-societies" (p. 153). It is imperative that all those in leadership build a school climate and ethos of respect, acceptance of diversity, and inclusion, where the rights of all learners are upheld and protected.…”

Section: Resultsmentioning

confidence: 99%

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Immigrant children's geographies of schooling experiences in South Africa

Isseri¹,

Muthukrishna²,

Philpott³

2018

Educ. res. soc. change.

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The aim of this research was to explore the schooling experiences of academically highfunctioning immigrant learners in the province of KwaZulu-Natal. The participants were six female immigrant learners (age range: 13-18 years) in Grades 8 to 11. The research tradition was narrative inquiry. Data generation involved open-ended interviews and a participatory research technique, photovoice. The findings revealed the resiliency and agency of the young learners as they navigate schooling in South Africa. It was apparent that they took on a positive stance despite the struggles they have experienced in the host country, including language and cultural barriers, social isolation and exclusion, and bullying and discrimination that heightened their vulnerability in schooling spaces. The study revealed their strong sense of self-efficacy, responsibility and self-discipline, determination to succeed, commitment to their studies, and to make the best of valued opportunities in South Africa. Social capital emerged as a key protective influence that shaped the schooling experiences of the learners.

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Section: My Mum Always Says That I Should Not Worry About What Other supporting

confidence: 63%

Section: Resultsmentioning

confidence: 99%

Immigrant children's geographies of schooling experiences in South Africa

Isseri¹,

Muthukrishna²,

Philpott³

2018

Educ. res. soc. change.

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“…To those familiar with the educational and life experiences of newcomers to Canada, the shared results will echo what has already been found in the previous literature, both scholarly and applied (e.g., Coehlo, 2012;Gunderson, D'Silva, & Odo, 2012). Yet, this study is being shared because it endeavours to capture some of the philosophical and political questions the participants negotiated while they were in the process of solving a practical problem that emerged in their community.…”

supporting

confidence: 70%

Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings

Arnett

2014

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Drawing on data collected during a larger, year-long ethnographic study of a pilot program designed to serve late adolescent newcomers to Canada, this paper uses notions of the phenomenological approach to consider the "inclusion" of late adolescent newcomers in Canada’s education system. The present consideration seeks to frame how some stakeholders implicated in a pilot program to help this particular learner population came to understand the forces that seemingly perpetuated the students’ oppression within the education system. In particular, issues of the parameters of language education, federal and provincial education policies, and funding were identified as the key influences within the phenomenon.

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“…In her meta‐analysis, Roessingh () found that successful ESL programs featured collaboration among educator colleagues, supportive administrators, extensive contact time with students, direct and explicit instruction of language objectives, and an advocacy‐centered philosophy. Nonetheless, students who enroll in ESL course work have been shown to demonstrate lower performance outcomes (Gunderson et al., ) and exit high school with significantly less academic content when English proficiency, individual variables, and school‐level factors were accounted for (Callahan, Wilkinson, & Muller, ).…”

Section: Factors Influencing Adolescent Literacy Developmentmentioning

confidence: 99%

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

Sinclair

Jang

Vincett

2018

Reading Research Quarterly

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This study examined the literacy profiles of students from diverse home‐language backgrounds and tracked those profiles from grade 6 to grade 10. The authors also investigated the predictive relations of students’ immigration background, gender, and participation in two instructional programs. The results from latent class and latent transition analyses suggest that grade 6 literacy profiles are strong predictors of literacy profiles in grade 10. Students from diverse home‐language backgrounds and those who had immigrated to Canada tended to have strong literacy profiles and positive trajectories. The analyses also indicate that students who used very little or no English at home, even those who had a strong literacy skill profile in grade 6, may benefit from additional literacy support in high school. In terms of instructional programming variables, participation in an English as a Second Language program was associated with little change in students’ literacy profiles over time, and career‐oriented streaming showed a strong negative impact on literacy skill development. In terms of language‐in‐education policy and practice, the findings support the idea that, generally speaking, students from multilingual home‐language environments retain strong literacy profiles between elementary and high school. The findings also emphasize the importance of quality instructional programming.

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Immigrant Students Navigating Canadian Schools: A Longitudinal View

Cited by 19 publications

References 21 publications

Immigrant children's geographies of schooling experiences in South Africa

Immigrant children's geographies of schooling experiences in South Africa

Stakeholders’ Inquiries About the Systemic Inclusion of Late Adolescent Newcomers to Canada: Moving From Questions to Understandings

Investigating Linguistically Diverse Adolescents’ Literacy Trajectories Using Latent Transition Modeling

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