What’s in America’s Metaphorical Salad Bowl? Immigration Issues

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The workshop will help participants explore the critical issues of immigration centered on constructivism and active learning. Each activity focuses on the needs of participants for relevant school-based and practical approaches. Questioning and small group discussions will be used to facilitate self-analysis and awareness about immigration. The presenter will (1) demonstrate best practices for integrating culturally responsive behaviors in the classroom; (2) evaluate the concept of immigration as a construct of diversity; (3) share hands-on activities applicable in the classroom; and (4) justify the importance for teachers becoming responsive to the changing face of today’s classroom due to immigrants. In the past, immigration has sparked an intense debate over the costs and benefits of allowing immigrants in the USA. One of the central tenets of the immigration debate is its impact on the American economy, including institutions of learning. The number of immigrants continues to grow and impact the nation’s schools and the wider economy (Camarota, 2005). However, they are vulnerable to lower-paying jobs and ultimately lower educational opportunities. This leads to many questions that will be answered in this fun and interactive workshop. Participants will create a ‘salad’ to illustrate the current face of America—a land of immigrants.

Keywords: Metaphor, Immigration, Constructivism
Stream: Curriculum and Pedagogy; Student Learning, Learner Experiences, Learner Diversity
Presentation Type: Workshop Presentation in English
Paper: A paper has not yet been submitted.

Dr. Natalie A. Johnson-Leslie

Assistant Professor, Teacher Education Department, Arkansas State University
Jonesboro, AR, USA

Dr. Natalie Johnson-Leslie is a tenure track faculty member teaching at Arkansas State University (ASU) in the teacher education department. Her expertise lies in the areas of Educational Leadership and Policy Studies as well as Curriculum Instructional Technology. She teaches pedagogical content knowledge to early childhood, middle level and secondary education majors. As part of her teaching and scholarship, Dr. Johnson-Leslie utilizes innovative or exemplary practices in her classroom. As a result, action studies and empirical research are carried out in her classroom. Over the years, the outcomes of this practice have been successful. Her research continues to inform her teaching and vice versa, for improving student knowledge and operational effectiveness.

Ref: L08P0386