"Whoa... Welcome to America!": Supporting Refugee Background Students' Socioemotional Well-Being, English Language Development, and Content Area Learning

In this qualitative case study, we draw from a larger, federally funded, multiyear study focused on preparing teachers to work with English language learners, which includes an increasing population of refugee background students. We report on the experiences and perspectives of two experienced uppe...

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Veröffentlicht in:	Journal of research in childhood education 2021-07, Vol.35 (3), p.417-437
Hauptverfasser:	Newcomer, Sarah N., Ardasheva, Yuliya, Morrison, Judith A., Ernst-Slavit, Gisela, Morrison, Steven J., Carbonneau, Kira J., Lightner, Lindsay K.
Format:	Artikel
Sprache:	eng
Schlagworte:	Background Caring Cultural Awareness Cultural responsiveness Educational Environment Elementary School Students Elementary School Teachers Emotional Development English English (Second Language) English as a second language English Language Learners English language learners (ELLs) families Family School Relationship humanizing pedagogy Immigrant students Interpersonal Relationship Language Acquisition Language Proficiency Magnet Schools Multicultural education Native Language refugee background students Refugees Scaffolding (Teaching Technique) School Districts School Support Second language learning Social Development Student Experience students with limited or interrupted formal education (SLIFE) Well Being
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