Analia Almada, LPC, LMFT, NCC
Francesca Reilly-McDonnell, MA
Lourdes Rubio LPC, NBCC, DAPA
Israel Salas, MA
Arlington Public Schools, ESOL/HILT Counselors, 2015
1
Arlington Public Schools, ESOL/HILT Counselors, 2015
2
Language
Development
Social
and
Cultural
Processes
Cognitive
Development
Academic
Development
Language Acquisition for School, by Virginia P. Collier, 1994
3
Special Qualifications:
Bilingual and Bicultural
MA in Counseling, Psychology, Social Work
Extensive experience counseling families
and working with adolescents
Knowledgeable about the diverse community
Knowledgeable about community resources
Arlington Public Schools, ESOL/HILT Counselors, 2015
4
1.Highly educated, literate newcomers
2.Under -schooled newcomers
3.Long term ELLs with 6+ years of US
schooling
4.ELLs progressing successfully through a
developmental sequence
5.Struggling ELLs failing to make expected
progress in the mainstream
Arlington Public Schools, ESOL/HILT Counselors, 2015
5



One: What I value most about my culture…
Two: What would I miss the most about my
culture if I had to immigrate
Three: What strengths from your culture
would you like to bring to the new culture?
Arlington Public Schools, ESOL/HILT Counselors, 2015
6

Acculturation is …the process that occurs
when two cultures come into long-term
contact, which produces changes in the
language, behaviors, and values of individuals
in both cultures.
“Explaining the Gender Disparity in Latino Youth’s Education: Acculturation and Economic
Value of Education”. Colón and Sanchez, 2010.
Arlington Public Schools, ESOL/HILT Counselors, 2015
7
Family
separation
English
proficiency/
Reason
education
immigration
for
Factors
Influencing
Acculturation
SES
Culture
Language
Arlington Public Schools,
ESOL/HILT Counselors, 2015
8
Acceptance or
Rejection of
Dominant Culture
Maintenance or
Rejection of
Original Culture
Arlington Public Schools, ESOL/HILT Counselors, 2015
9
Immigration
Integration
(Acculturation)
Elation
Model of
Acculturation
Recovery and
Optimism
Culture
Shock
(Resistance)
From “Teaching and Learning in Multicultural Schools”, Elizabeth Coelho, 1998; and
http://www.helium.com/items/2168437-processes-of-culture-change-acculturation
10
School/
Community
Family Stress
Immigration of
Parent
Child
Arlington Public Schools, ESOL/HILT Counselors, 2015
11
Healthy vs. Unhealthy
Acculturation
Adaptation/Integration
Assimilation
Marginalization
Arlington Public Schools, ESOL/HILT Counselors, 2015
12
Rejection
of new
culture
Rejection
Rejection
ofhome
home
of
culture
culture
Denialof
of
Denial
previous
previous
identity
identity
COMPLETE
Complete
Assimilation
ASSIMILATION
Family
Family
and
and
social
social
difficulties
difficulties
Discard
Discardof
of
native
native
language
language
Exclusion
from new
society
MARGINALIZATION
Rejection
of new
language
Family and
social
difficulties
Arlington Public Schools, ESOL/HILT Counselors, 2015
13









Issues of Acculturation
Attachment
Separation
Resentment
Grief
Anger
Reunification
New family units
Differences in expectations
Arlington Public Schools, ESOL/HILT Counselors, 2015
14
Arlington Public Schools, ESOL/HILT Counselors, 2015
15
Arlington Public Schools, ESOL/HILT Counselors, 2015
16
Arlington Public Schools, ESOL/HILT Counselors, 2015
17
Arlington Public Schools, ESOL/HILT Counselors, 2015
18
Arlington Public Schools, ESOL/HILT Counselors, 2015
19

Reunification:
◦
◦
◦
◦

Separation
Attachment
Anger
Grief
Adaptation
◦ From excitement to frustration to anger
Arlington Public Schools, ESOL/HILT Counselors, 2015
20



Resentment
Commitment to family in their country.
Expectations
◦
◦
◦
◦
◦
Fit into the new family
Care for siblings
School attendance
Contribute to household expenses
Work
Newly arrived
◦ Work vs. study
◦ Condition for staying in the USA
◦ Adult life in their countries
Arlington Public Schools,
ESOL/HILT Counselors, 2015
21







Children that come without adults
Older relatives take them in
Expectations to work
School is temporary
Expectation to be independent
Little or poor supervision
Transient students
Arlington Public Schools, ESOL/HILT Counselors, 2015
22





Newly arrived students: Issues of acculturation
Reunited students: Issues of acculturation,
separation, resentment, reunification
Selected According to Student Needs:
1. Skills– Empowerment, cohesiveness.
2. Academic and/or Attendance Groups
3. Relationships
4. Coping with trauma
5. Career exploration
6. Anger and stress management
Grade level groups
Support groups
Arlington Public Schools, ESOL/HILT Counselors, 2015
23
Bullying
 Dating
 Parental control
 Gender roles in
society
 Religion

Domestic Violence
 History of political
tensions
 Clothing
 Eating habits
 School system
 Substance abuse

Arlington Public Schools, ESOL/HILT Counselors, 2015
24
Students are able to process the impact of the
immigration experience
Students are able to concentrate in the academics
during classes, instead of acting out their
desperation
Students find a place where others share their
experiences and find solutions together
Arlington Public Schools, ESOL/HILT Counselors, 2015
25









Academic Language and Skills for Success (ALAS)
Parent Leadership Facilitation
Latino Youth Leadership Conference and other
Leadership Opportunities
Multicultural Parent Conference
Clubs: Latin American Student Association,
Hispanic Student Association, International Club,
Latinos for Excellence
Lunch Bunch
Community Partnerships
The Dreamers Project
Parenting Workshops
Arlington Public Schools, ESOL/HILT Counselors, 2015
26
“Their conversational ability in English is
similar to that of a native speaker.
Nevertheless, they have not developed
academic English, and their school
performance is well below average. They
need academic support from teachers who
are knowledgeable about second-language
issues but they do not need the kind of
support designed for special education
students.”
(Freeman & Freeman 2002, p. 29)
Arlington Public Schools, ESOL/HILT Counselors, 2015
27
7 years+
Oral English
proficiency vs.
Academic English
Proficiency
Low
Literacy in
0wn
language
Below
grade level
achievement
Arlington Public Schools,
ESOL/HILT, 2015
False
perception of
their academic
achievement
Low test
scores
28
Need support
from staff who
are
knowledgeable
about the
Need support
from staff
knowledgeable
about the
process of
English language
acquisition
process of
acculturation
Experience conflicting cultural
identification:
-they are Americans but see
themselves as marginalized
Arlington Public Schools, ESOL/HILT Counselors, 2015
29
Resources:
For information and specific ways of addressing the issues of
Immigrant Reunification visit Silvia’ Burwell’s Blog: THE
IMMIGRANT FAMILY: HEALING THE LOST BOND
MPI (Migration Policy Institute) Free Webinars on
Regions:
·
Africa (sub-Saharan)
·
·
·
·
·
·
·
·
·
·
Asia and the Pacific
Central America & the Caribbean
Europe
European Union
Middle East & North Africa
North America
United States
Canada
Mexico
South America
Arlington Public Schools, ESOL/HILT Counselors, 2015
30
Reunifed Family Video
Bridge Manual for research and assessment
information regarding ELLs
Email Francesca.reilly@apsva.us for more
information
For Descriptor of each English Language
Proficiency Level visit WIDA Website:
www.wida.com
Arlington Public Schools, ESOL/HILT Counselors, 2015
31
Arlington Public Schools,
ESOL/HILT Counselors, 2015
32