The Internationals Network for Public Schools has a reputation for engaging in culturally and linguistically responsive pedagogy with immigrant youth. The 19 schools in the internationals school network serve the unique academic and emotional needs of recently arrived immigrant youth who are English language learners. INPS schools are in New York, California, and the Washington, D.C., area. Students in the network come from over 100 countries, speak over 90 languages, have diverse educational backgrounds and about 90% are eligible for free or reduced-price meals. From the Internationals, we can learn what constitutes a high-quality education for immigrant students and what teachers can do to provide a high-quality education for immigrant youth.
Get full access to this article
View all access options for this article.
References
1.
AuW. (2010). Unequal by design: High-stakes testing and the standardization of inequality. New York, NY: Routledge.
2.
CallahanR.M. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42 (2), 305–328.
3.
CallahanR.M.MullerC. (2013). Coming of political age: American schools and the civic development of immigrant youth. New York, NY: Russell Sage Foundation.
4.
CallahanR.WilkinsonL.MullerC. (2008). School context and the effect of ESL placement on Mexican origin adolescents’ achievement. Social Science Quarterly, 89 (1), 177–198.
5.
FineM.StoudtB.FutchV. (2005). The Internationals Network for Public Schools: A quantitative and qualitative cohort analysis of graduation and dropout rates: Teaching and learning in a transcultural academic environment. New York, NY: The Graduate Center.
6.
GándaraP.BacaG. (2008). NCLB and California’s English language learners: The perfect storm. Language Policy, 7 (3), 201–216.
7.
HakutaK.ButlerY.G.WittD. (2000). How long does it take English learners to attain proficiency? The University of California Linguistic Minority Research Institute. Policy report 2000-1. Adolescence, 40, 503–512.
8.
Jaffe-WalterR.LeeS.J. (2011). To trust in my root and to take that to go forward: Supporting college access for first-generation immigrant youth. Anthropology & Education Quarterly, 42 (3), 281–296.
9.
Jaffe-WalterR.LeeS.J. (forthcoming). Reimagining the nation: Cultivating transnational imaginaries in the education of immigrant youth.
10.
LeeS.J. (2005). Up against whiteness: Race, school, and immigrant youth. New York, NY: Teachers College Press.
11.
LeeS.J.WalshD. (2012). Resistance and accommodation: Social justice education for immigrant youth in an era of high stakes testing. Encyclopaideia: Journal of Phenomenology and Education, 34, 15–36.
12.
LeeS.J.WalshD. (2015) Teaching (in)justice: One teacher’s work with immigrant English learners. Urban Review, 47 (1), 45–66.
13.
MenkenK. (2008). English learners left behind: Standardized testing as language policy (Vol. 65). Bristol, U.K.: Multilingual Matters.
14.
OlneckM.R. (1989). Americanization and the education of immigrants, 1900-1925: An analysis of symbolic action. American Journal of Education, 97, 398–423.
15.
OlsenL. (1997). Made in America: Immigrant students in our public schools. New York, NY: New Press.
16.
PortesA.RumbautR. (2006). Immigrant America: A portrait (3rd ed.). Berkeley, CA: University of California Press.
17.
SassenS. (2006). The global city. Princeton, NJ: Princeton University Press.
18.
StillmanJ. (2011). Teacher learning in an era of high-stakes accountability: Productive tension and critical professional practice. Teachers College Record, 113 (1), 133–180.
19.
Suárez-OrozcoC.Suárez-OrozcoM.TodorovaI. (2008). Learning in a new land: Immigrant students in American society. Cambridge, MA: Harvard University Press.
20.
ThomasW.P.CollierV. (1997). School effectiveness for language minority students. Washington, DC: National Clearinghouse for Bilingual Education.
21.
ValdésG. (1996). Con respeto: Bridging the distances between culturally diverse families and schools. New York, NY: Teachers College Press.
22.
ValenzuelaA. (1999). Subtractive schooling: U.S.-Mexican youth and the politics of caring. Albany, NY: SUNY Press.
