[PLing] Einladung zum Vortrag von Orly Haim (Beit Berl College, Tel-Aviv University), 20.10.2016

[Yasmin El-Hariri]

Sehr geehrte Damen und Herren,

wir möchten Sie herzlich zur folgenden Veranstaltung im Rahmen der
Reihe "Kolloquium LehrerInnenbildung" einladen:

ORLY HAIM (BEIT BERL COLLEGE, TEL-AVIV UNIVERSITY): THE IMPACT OF
EDUCATING TEACHERS TO FOSTER LITERACY PERFORMANCE AMONG IMMIGRANT
STUDENTS

ZEIT: Donnerstag, 20. Oktober 2016, 16 Uhr

ORT: Seminarraum ZLB, Porzellangasse 4, Stiege 2, 3. Stock, 1090 Wien

ANMELDUNG: kolloquium.zlb at univie.ac.at

Immigration is one of the primary sources of the challenges students
face in many educational systems around the world. They have limited
time to learn the language of the new society, study the required
material, and catch up to their native speaking peers (Hobb, 2012).
Studies have shown that immigrant students' performance is related to
the complex interaction among demographic, cognitive, linguistic, social
psychological and educational factors (Cummins, 2000; Haim, 2014). Among
these variables, school related educational factors, such as school
policy and organization, instructional and assessment practices,
parental involvement in the school curriculum, have been found to be
strongly related to immigrants' academic performance and acculturation
process into the host society (Carhill, Suárez-Orozco, & Páez, 2008).
Thus, teacher preparation to work with immigrant students and
understanding of the linguistic and cultural differences of immigrants
may play a critical role in immigrant students' academic experience and
performance in the destination country (Short, Fidelman, & Louguit,
2012).

In this presentation, we will discuss the difficulties experienced by
immigrant students in the host country as well as theoretical and
research findings pertaining to the factors explaining literacy
performance in second and third language with particular emphasis on the
role of  the school context and teacher preparation to work with
immigrant students. Findings obtained from a large scale study
investigating factors predicting success in second and third language
literacy performance will be presented (Haim, 2014, 2015). Additionally,
we will explore considerations in designing educational programs for
immigrant students as well as practical ideas for teaching and assessing
multilingual immigrant students. In particular, we will discuss the
following strategies among others: incorporating immigrants' heritage
language and culture, translanguaging, use of appropriate scaffolding,
explicit teaching techniques, provision of adapted learning materials,
testing accommodations, and self-assessment measures (Cummins, Markus, &
Montero, 2015 ; Hobbs, 2012; Shohamy, 2007).

References

Cummins, J. (2000). Language, power and pedagogy: Bilingual children in
the crossfire. Clevedon: Multilingual Matters. Harvard Educational
Review,56, 18-36.

Cummins, J., Hu, S., Markus, P., & Montero, M.K. (2015). Identity texts
and academic achievement: Connecting the dots in multilingual school
contexts. TESOL Quarterly 49 (3), 555-581.

Haim, O. (2014). Factors predicting academic success in second and third
language among Russian-speaking immigrant students studying in Israeli
schools. International Journal of Multilingualism.
ttp://dx.doi.org/10.1080/14790718.2013.829069

Haim, O. (2015). Investigating transfer of academic proficiency among
trilingual immigrant students: A tri-directional holistic approach. The
Modern Language Journal, 99 (4), 696-716.

Hobbs, R.D. (2012). Diverse multilingual researchers contribute language
acquisition components to an integrated model of education.
International Journal of Multilingualism, 9 (3), 204-235.

Shohamy, E. (2007). Reinterpreting globalization in multilingual
contexts. International Multilingual Research Journal, 1(2), 1-7.

Short, D. J, Fidelman, C. G., & Louguit, M. (2012). Developing academic
language in English language learners through sheltered instruction.
TESOL Quarterly 46 (2),  334-361.


-- 
MMag. Yasmin El-Hariri

Universität Wien
Zentrum für LehrerInnenbildung
Sprachlehr- und -lernforschung
Porzellangasse 4, Stiege 1, 3. Stock
1090 Wien

Web: http://homepage.univie.ac.at/yasmin.el-hariri
E-Mail: yasmin.el-hariri at univie.ac.at
Telefon: +43-1-4277-60036

http://fdz-sprachen.univie.ac.at/