La escolarización interrumpida: perspectivas pedagógicas de educadores que trabajan con adolescentes bilingües refugiados en el programa RiseUp en los Estados Unidos de América

Lourdes Cardozo Gaibisso, Max Vázquez Domínguez, Martha Allexsaht-Snider, Cory Buxton

Resumen

Un número considerable de estudiantes inmigrantes con escolarización interrumpida ha llegado a las aulas de enseñanza secundaria de algunas regiones de los Estados Unidos. En este contexto los educadores se ven ante el desafío de repensar sus prácticas de aula. Este estudio exploró cómo tres educadores -un profesor de aula, un profesor universitario y un asistente de investigación- perciben y narran la enseñanza bilingüe de la ciencia a un grupo de estudiantes refugiados en el sureste de los Estados Unidos. A través del Análisis Temático Crítico del Discurso este artículo abordó los discursos emergentes en los educadores sobre el conocimiento experiencial, el lenguaje cotidiano y el papel de la traducción en el aula de ciencias. Este estudio reveló la necesidad de conceptualizar la enseñanza de los estudiantes refugiados desde una perspectiva integral, que incluye no sólo aspectos pedagógicos sino también la necesidad de detectar y cuestionar discursos potencialmente deficitarios. Asimismo, este estudio propone reflexionar cómo cada sociedad, inscripta en un determinado momento histórico, político, cultural y económico en el que surge el saber académico genera las condiciones para que el mismo sea considerado importante y significativo. Nuestro papel como investigadores educativos es, entonces, desafiar y transformar estas condiciones para mejorar las oportunidades de aprendizaje de todos los estudiantes.

Palabras clave

Estudiantes refugiados; bilingüismo; educación internacional; cambio educativo y demográfico; análisis crítico del discurso; enseñanza de la ciencia

Texto completo:

PDF

Referencias

Administration for Children y Families (2017). Unaccompanied Alien Children Released to Sponsors by County. Recuperado de https://www.acf.hhs.gov/orr/resource/unaccompanied-alien-children-released-to-sponsors-by-county

Callahan, R. M. y Shifrer, D. (2016). Equitable Access for Secondary English Learner Students. Educational Administration Quarterly, 52(3), 463-496.

Cameron, D. (2001). Working with spoken discourse. Sage.

Cardozo Gaibisso, L., Allexsaht-Snider, M. y Buxton, C. (2017). Curriculum in motion for English language learners in science: Teachers supporting newcomer unaccompanied youth. En L. de Oliveira y K. Campbell Wilcox (Eds). Teaching Science to English Language Learners: Preparing Pre-Service and In-Service Teachers. New York: Springer, 7-29.

Cronquist, K. y Fiszbein, A. (2017). El aprendizaje del inglés en América Latina. Recuperado de https://www.thedialogue.org/wp-content/uploads/2017/09/El-aprendizaje-del-inglés-en-América-Latina-1.pdf

Davis, C. (2000). In Florida, it pays to be bilingual, University of Florida study finds. Recuperado de http://news.ufl.edu/archive/2000/01/in-florida-it-pays-to-be-bilingual-university-of-florida-study-finds.html

De Jong, E. J. y Harper, C. A. (2011). Accommodating diversity: Pre-service teachers’ views on effective practices for English language learners. Teacher preparation for linguistically diverse classrooms: A resource for teacher educators, 73-90.

Department of Justice. (2014). Review of the President’s Emergency Supplemental Request for Unaccompanied Children and Related Matters. Recuperado de https://www.gpo.gov/fdsys/pkg/CHRG-113shrg24808/pdf/CHRG-113shrg24808.pdf

Feinberg, R. C. (2000). Newcomer schools: Salvation or segregated oblivion for immigrant students? Theory into practice, 39(4), 220-227.

Fernández, N. y Hynes, J. (2016). The efficacy of pullout programs in elementary schools: Making it work. The Journal of Multidisciplinary Graduate Research, 2(3), 32-47.

Freeman, M. y Vasconcelos, E. F. S. (2013). Critical social theory: Core tenets, inherent issues. New directions for evaluation, 2010(127), 7-19.

Gándara, P. (2015). With the future on the line: Why studying Latino education is so urgent. American Journal of Education, 121(3), 451-463.

García, O. y Kleifgen, J. A. (2012). Educating emergent bilinguals: Policies, programs, and practices for English language learners. Teachers College Press.

Gee, J. (2015). Social linguistics and literacies: Ideology in discourses. Routledge.

Gooden, A. C. y Chase, K. (2015). Habits of mind: forging university-school partnerships to bring a high-quality enrichment curriculum to English learners. VUE Voices in Urban Education. Recuperado de http://vue.annenberginstitute.org/issues/41/habits-mind-forging-university-school-partnerships-bring-high-quality-enrichment

Gort, M., Glenn, W. J. y Settlage, J. (2010). Preparing teachers for linguistically diverse classrooms: A resource for teacher educators. Toward culturally and linguistically responsive teacher education: The impact of a faculty learning community on two teacher educators. Recuperado de https://experts.colorado.edu/display/pubid_229780

Guzmán, B. y McConnell, E. D. (2002). The Hispanic population: 1990–2000 growth and change. Population Research and Policy Review, 21(1-2), 109-128.

Halliday, M. A. K. (2004). The language of science. London, UK: Continuum

Hamann, E. y Harklau, L. (2010) Education in the new Latino diaspora. En Murillo, E. (Ed.), Handbook of Latinos and education: Research, theory, and practice (157-169). Mahwah, NJ: Lawrence Erlbaum Routledge.

Hunkapiller, J. L. (2010). Impact of a Newcomer Program on Secondary School Achievement of Recent Immigrant Students (Doctoral dissertation, Texas A y M University-Commerce).

Kandel, W. (2017). Unaccompanied Alien Children: An Overview (CRS Report No. R43599 - 18 de enero de 2017). Congressional Research Service. Recuperado de https://fas.org/sgp/crs/homesec/R43599.pdf

Kinslow, A. y Sadler, T. (2018). Making science relevant. The Science Teacher, 8, 40-45.

Lemke, J. L. (1990). Talking science: language, learning, and values. Norwood, N.J.: Ablex Pub. Corp., 1990.

Lucas, T. y Villegas, A. M. (2013). Preparing Linguistically Responsive Teachers: Laying the Foundation in Preservice Teacher Education. En Theory Into Practice, 55-72. Ohio State University. Recuperado de https://www.researchgate.net/publication/271667021_Preparing_Linguistically_Responsive_Teachers_Laying_the_Foundation_in_Preservice_Teacher_Education

Martin, J. R. y Rose, D. (2003). Working with discourse: Meaning beyond the clause. Bloomsbury Publishing.

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA). U.S. Department of Education (2008). Biennial report to Congress on the implementation of the Title III State Formula Grant Program. School years 2004-06, Washington DC. Recuperado de https://www2.ed.gov/about/offices/list/oela/title3biennial0406.pdf

Oikonomidoy, E. (2014). Newcomer immigrant students reinventing academic lives across national borders. Multicultural Perspectives, 16(3), 141. doi:10.1080/15210960.2014.922882

Patel, S. G., Tabb, K. M., Strambler, M. J. y Eltareb, F. (2015). Newcomer immigrant adolescents and ambiguous discrimination: The role of cognitive appraisal. Journal of Adolescent Research, 30(1), 7-30.

Portes, P. R. y Salas, S. (2015). Nativity shifts, broken dreams, and the new Latino South's Post-First Generation. Peabody Journal of Education, 90(3), 426-436.

Rogers, R. (Ed.). (2011). An introduction to critical discourse analysis in education. Routledge.

Ruona, W. E. (2005). Analyzing qualitative data. Research in organizations: Foundations and methods of inquiry, 223, 263.

Seghetti, L., Siskin, A. y Wasem, R. (2015). Unaccompanied alien children: An overview. En C. A. Toller (Ed.), Central America’s gang violence and the rise of unaccompanied children in the U.S. (31-52). New York, NY: Nova Science Publishers.

Sleeter, C. E. (2001). Preparing teachers for culturally diverse schools research and the overwhelming presence of whiteness. Journal of teacher education, 52(2), 94-106.

Terrio, S. (2015). Whose child am I?: Unaccompanied, undocumented children in US immigration custody. Oakland, CA: University of California Press

Wodak, R. (2009). The discourse of politics in action: politics as usual. Basingstoke, England: Palgrave Macmillan. Recuperado de https://www.researchgate.net/publication/263561029_Ruth_Wodak_The_Discourse_of_Politics_in_Action_Politics_as_Usual

WSBTV (2014). 28 Hall Co. Students were reportedly unaccompanied minor immigrants. Recuperado de http://www.wsbtv.com/news/local/28-hall-county-students-were-reportedly-unaccompan/137584856



DOI: https://doi.org/10.18861/cied.2018.9.2.2856

Enlaces refback

  • No hay ningún enlace refback.

Revista indexada en

También disponible en

Instituto de Educación
Cuareim 1451 - Tel.: (598) 2908 9324
Montevideo - Uruguay
Cuadernos de Investigación Educativa. ISSN 1510-2432 y ISSN 1688-9304 (en línea)
Si está interesado en publicar en nuestra revista envíenos un correo a cuadernosie@ort.edu.uy y nos pondremos en contacto.
Licencia Creative Commons Creative Commons By
Sistema de revistas y publicaciones de la Universidad ORT Uruguay. Este sitio funciona con Open Journal Systems.