Monday, Feb 27 2023
“Only-immigrants” classrooms are better for the students learning process
Original posted by mtorres51
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When immigrant students join “only-immigrants” classrooms their learning process is faster because they can relate to one another and they receive particular attention to their situation.
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Como actual docente en un aula de inmigrantes en un barrio multicultural de una ciudad, puedo confirmar que este tipo de espacios tienen un impacto muy positivo en el aprendizaje de estudiantes inmigrantes. He visto cómo, al estar rodeados de compañeros con los que comparten aspectos de cultura se crea un clima favorable a la participación, interacción y en definitiva, el aprendizaje.
Además, al recibir una atención más adaptada a su situación (nivel de idioma, diferencias culturales), su integración al sistema educativo se vuelve más fluida. Considero que muchos de ellos, tras pasar por estas aulas, se incorporan a las clases ordinarias con una base más sólida y con más seguridad en sí mismos. Al menos esa está siendo mi experiencia en este colegio.
Como docente de Pedagogía Terapéutica en un centro educativo, considero que las aulas de estudiantes inmigrantes son muy beneficiosas y enriquecedoras. Se crea un espacio altamente positivos debido a que todos comparten diferentes experiencias que llevan a un ambiente de confianza y apoyo.
Gracias a estas aulas, se nos permite brindarles un aprendizaje más individualizado y personalizado logrando de esta manera, que se sientan partícipes de su aprendizaje y válidos en el mismo. Considero que es muy beneficioso contar con grupos más homogéneos para responder mejor a sus necesidades tanto lingüísticas como académicas.
The notion that classrooms only of immigrants improve learning is critically analyzed in a number of scholarly articles. This notion usually comes under the assimilationist perspective since one would assume that all the students should learn the same method as advanced by Márquez-Lepe and García-Cano, 2014. The cultural differences are not taken into account, and they postulate that when immigrants are treated as if they were essentially different, then it weakens the benefit accrued from the cultural diversity. According to them, differences accepted translate into better functioning schools, (Márquez-Lepe & García-Cano, 2014, p.166).
Critics such as Gorski 2009 and Walsh 2010 contend that separating students by origin or culture only exacerbates inequalities and creates problems, including bullying. Students experience problems because of structural conditions characterized by stigma and exclusion (Márquez-Lepe & García-Cano, 2014, p. 166). The engagement of teachers, families, and students at school promotes the equitability of learning. Consequently, schools become balanced in the way they perceive education (Márquez-Lepe & García-Cano, 2014, p. 167). As such, setting immigrants apart from other children only perpetuates inequality, instead of helping them to study better.
Kubota also disputes the efficacy of “only-immigrant classrooms” in which cultural differences are recognized but the inequalities behind them are not addressed. She stresses that a discussion on diversity must take up issues of power; otherwise, it can further promote inequalities (Kubota, 2016, page 482). Kubota further finds that immigrants’ “good” and “bad” diversities are divided along class lines under neoliberalism (Kubota, 2016, page 487).
Besides, an assumption that classes for immigrants alone increase learning completely dismisses the significance of coexistence. The claim that problems between immigrant and local students arise from culture shock (Kubota, 2016, page 4) highlights the challenges of segregation. Isolating immigrant students hinders integration, promoting barriers that affect integration into the learning experience for all.
Such a group could isolate immigrants from the larger pool of students, this limiting their interactions that are meant to bring about mutual respect and coexistence. Without meaningful interactions, both groups may have problems that increase tension and lower learning performance. It is because of this that schools should facilitate interactions that will encourage understanding instead of creating parallel environments. The evidence indicates that classrooms composed only of immigrants do not improve the learning experiences, but rather reinforce the existing inequalities. Addressing issues of coexistence through inclusive practices can lead to more positive educational outcomes. For an educationally inclusive practice, the endorsement of diversity should be genuinely inclusive, with all students learning together, to ensure a non-discriminatory educational environment.
Articles consulted:
Kubota, R. (2016). The Multi/Plural Turn, Postcolonial Theory, and Neoliberal Multiculturalism: Complicities and Implications for Applied Linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045
Márquez-Lepe, E., & Torrico, M. (2014). Conditions Allowing the Possible Development of Critical Intercultural Education. Three Case Studies in the Andalusian Context. Revista Española de Investigaciones Sociológicas, 148, 157–169. https://doi.org/10.5477/cis/reis.148.157
Soriano-Ayala, E., & González-Jiménez, A. (2016). The inmigrants’ associatons at Spanish School: A intercultural education proposal. SHS Web of Conferences., 26. https://doi.org/10.1051/shsconf/20162601030