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Analyzing Teaching Learning And Immigrants In Classroom Essay

Immigrants in Classroom -- Teaching, Learning and Immigrants in Classroom

With reference to Nieto (1999), culture is described as the constantly changing customs and values, political and social affiliations as well as worldview developed, shared and transformed by group of individuals bound be a combination of different factors which could include a shared history, language, religion, social class, and geographical location (p. 78).

There are two issues which ought to be understood if culture is to have whatsoever meaning for teachers who wish to have an understanding of how it is actually connected to learning. Firstly, culture should be perceived in an unsentimental manner. Otherwise, it is at times a little more than a desire for a past which never actually existed, or a sanitized, idealized version of what it is in reality. Secondly, the culture's sociopolitical context should be recognized; cultures are situated in specific social, economic, political, and historical conditions and are thus affected by power issues (Nieto, 1999, p. 78).

Immigrants in Classroom

So as to be productive and capable students, immigrant learners require several opportunities for interacting, in academic and social situations. Additionally, classroom teachers could also involve the immigrant students in various teacher-student dealings. Teachers could basically...

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It is certain that not every discussion and question is clearly understood by learners, and if that is the case, educators ought to clarify or rephrase so as to facilitate the understanding of the students. Additionally, whereas first-language learning is greatly inspired by a kid's natural desire to socialize; second-language learning requires extrinsic influence. Second-language learning model identified three inspirational aspects which play a role in the student's progress: skilled educators that interact and support the students, surroundings which support relationships amid students and proficient teachers, and interest from students.
Immigrants might originate from cultures which do not expect learners to ask or even answer questions in the course of classroom discussions. Such learners frequently perceive the educator to have an elevated position…

Sources used in this document:
REFERENCES

Mohr, K. A. J., & Mohr, E. S. (2007). Extending English Language Learners' Classroom Interactions Using the Response Protocol. The Reading Teacher, Vol 60, Issue 5, 440-450. Retrieved from Reading Rockets: http://www.readingrockets.org

Nieto, S. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities. New York: Teachers College Press.
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