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Week 7 Inequalities for Undocumented Youth

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Week 7 Inequalities for Undocumented Youth

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Break Down:

Soft Warm-Up – Question: Have you ever felt out of place? How did it make you feel or act?

Verbal or chat response.

Introduce Topic - About 4 sentences addressing the main idea and its current relevance. Also, has educators what we go. (general)

Give Directions

Breakout rooms – enter rooms to facilitate

Main room to Discuss

End on a Positive Note – Teachers are capable of providing resources, creating inclusive and engaging lessons. (just an example)

Any questions, comments, or concerns?

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Answer in the comment section, chat or verbally.

Question: Have you ever felt out of place? How did it make you feel or act?

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Salt is on time to graduate high school and go to college. But Salt couldn't afford to go to the university of his choice due to his financial situation.

Question:
What resources can you provide for the student to be able to attend school?

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Basil is an undocumented high school student who is a lower-level English language learner. Basil believes that going to college is a way to help herself and her family. But her family lives in poverty and she is the oldest of three children. She believes that college is unattainable and doesn’t know where to get help. She likes to talk a lot in class and often volunteers to speak during classroom discussions. However, because she speaks a lot this means that she is often overlooked academically. Many of her teachers believe that since she speaks English better than other emergent bilingual students, that she is ready to graduate. She still has problems with her writing and reading comprehension. This means that Basil will be pushed out of high school with no foundational skills that she will need in college.

Question:

As an educator, what type of resources would you provide Basil with? What else could you do to help?

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Pepper is having trouble adjusting to life in Los Angeles, his family is living in a predominantly Latino community and speaks very little English. Pepper is the oldest of two; he is in third grade and his younger sister is in first grade. It is the middle of the school year. His teacher is currently instructing unit 5 math lessons and students are preparing for a test within the next few weeks. However, Pepper is clueless as to what is being instructed. He learns that the test cannot be administrated in Spanish. As an eager student who enjoys learning, he wants to put in the effort and not fail the test.

Question:
As a teacher what can you do to help Pepper get up to speed?

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You noticed an undocumented student in an ESL class is speaking and writing the English language perfectly fine. He is frustrated because the work is “easy” for him. This student wants to expand his English literacy skills but feels trapped in this class. Every year you noticed that he is placed in the same EL classes.

Question:
As an Educator, what do you suggest or do?

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Spice has just arrived to the country and only speaks Spanish. His family is excited for him to attend middle school in the U.S. However, Spice is in 7th grade and feels overwhelmed by the language barrier. He is embarrassed he cannot communicate and doesn't understand instructions or classroom procedures.

Question:
As Spice's teacher how can you make Spice feel welcomed and supported?

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When an immigrant family moves to the United States it is not an easy adjustment, in fact, is the complete opposite. Many of these emergent bilingual students and their families face a profound transformative process that can impact the student’s experiences. Although some students become successful and don’t need much support or help from others, that is not always the case. Students should have the resources and support to further their education or become productive members of society. A school with socially politically pedagogy with a curriculum with experiences of newcomer immigrants, refugees, and other marginalized groups with school exercises that are made especially for them would benefit these students. As educators, we can create a welcoming classroom that supports all our students by providing a curriculum that helps develop their psycho-social, socio-emotional, and educational performance through an engaging and inclusive teaching method.

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Jenny and her family recently moved to Los Angeles from Cuba. She is a 3rd grade student and isn’t turning in any of her homework. When you ask her why? She says because she needs help and her parents can’t help her at home because they don’t speak or understand English.

Question: What can you do to help Jenny?

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Come back from breakout rooms and discuss.

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Come back from breakout rooms and discuss.