Toward relevant immigrant pedagogy: teacher and student interactions in an urban classroom

Abstract

One in five children in schools today are from immigrant families and speak a language other than English. Research reveals many teachers in urban schools feel inadequately prepared to meet the unique needs of these students. Teachers lack research- based knowledge about culturally relevant teaching and differentiated instructional strategies that benefit all learners. They do not understand issues such as ethnicity, poverty, racism, cultural and linguistic identities, and immigration. Few studies have described the nature of the learning experiences of English Language Learners (ELLs) and immigrants in urban high schools. Using identity, sociocultural, and self-efficacy conceptual frameworks (relevant immigrant pedagogy), this qualitative case study focused on classroom interactions and instructional efforts of two teachers in an English 10 class in an urban high school. The researcher observed class activities, took field notes, interviewed teachers and students, collected instructional planning documents, and photographed student artifacts and interactions. One teacher in the classroom had an English as a Second Language (ESL) certification and extensive professional development to increase her competency as a teacher of immigrants. The other teacher had English Language Arts certification. Findings indicated that relevant immigrant pedagogy was an expansive instructional framework which transformed ELLs and immigrants to grow in their construction of self and identity, self-efficacy, sociocultural consciousness, and academic rigor within a period of five months despite the prescriptive curriculum from vii the district in a restricted environment. The urban teachers displayed skills, zeal, and commitment to building a community of learners of all ability levels in class and bridged the gaps between immigrants and non-immigrants. All students grew together in their learning and socio emotional experiences and became advocates and helpers for one another, not competitors. The conclusions suggest that it is possible to improve the educational programs for immigrant students and English Language Learners through well-developed research-based instruction, and proposes a model for effective urban teacher education.