Immigrant Literature in the Secondary English Classroom: Rationale and Recommendations

Andrea Honigsfeld; Vicky Giouroukakis; James L. Garfinkel

Immigrant Literature in the Secondary English Classroom: Rationale and Recommendations

Andrea Honigsfeld
, Vicky Giouroukakis
, James L. Garfinkel

Education

Research & Scholarship: Contribution to journal › Article › peer-review

Abstract

The immigrant experience has been woven into a tapestry of shared American existence for centuries. Since the number of recent immigrants and US-born English language learners in classrooms across the country has been increasing, the authors suggest a rationale and recommendations for integrating literature depicting the immigrant experience into secondary ELA lessons. The goal is to give all students opportunities to develop cross-cultural understanding though literary engagement.

Original language	American English
Journal	The California Reader
Volume	44
Issue number	3
State	Published - Apr 1 2011

Keywords

multicultural literature
english language learners
ell
tesol
immigrant experience
literature
EDDPRO

Disciplines

Bilingual, Multilingual, and Multicultural Education
Education
Language and Literacy Education

Access to Document

https://digitalcommons.molloy.edu/edu_fac/40

Cite this

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title = "Immigrant Literature in the Secondary English Classroom: Rationale and Recommendations",

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AB - The immigrant experience has been woven into a tapestry of shared American existence for centuries. Since the number of recent immigrants and US-born English language learners in classrooms across the country has been increasing, the authors suggest a rationale and recommendations for integrating literature depicting the immigrant experience into secondary ELA lessons. The goal is to give all students opportunities to develop cross-cultural understanding though literary engagement.

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