ABSTRACT

The field of early childhood education and care in the United States and around the globe is challenged by the growing number of immigrant children in classrooms and their diverse needs. Juxtaposing these concerns is a great silence in the literature on teacher development and education for teaching young immigrant children. Through a series of interviews, classroom observations, and artifact collection, this qualitative case study uncovers immigrant teachers’ knowledge grounded in their lived experiences, including immigration and schooling experiences as immigrant students, and reflected in their teaching practices toward young immigrant children. The findings demonstrate that listening closely to immigrant teachers’ stories about teaching immigrant children, in which multiple cultures, languages, and experiences mesh, offers important insights into the nuanced everyday practices of responsive teaching and caring for immigrants, and provides implications for teacher education and early childhood programs.

摘要

美国和全球范围内的幼儿教育和护理领域正面临着越来越多的教室中移民儿童及其多样化需求的挑战。将这些问题并列在一起，在关于教师发展和教育年轻移民儿童的文献中都保持了极大的沉默。通过一系列访谈，课堂观察和人工制品收集，此定性案例研究揭示了移民教师的生活经验，包括作为移民学生的移民和在校经历，并反映在他们对年幼移民儿童的教学实践中。调查结果表明，您在聆听移民老师关于教移民孩子的故事时，会讲多种文化，语言和经历，