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Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education

Professional Learning Recommendations for Teachers of Late-Entering Newcomers With Interrupted Formal Education
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Author(s): Kristin W. Kibler (University of Miami, USA) and Luciana C. de Oliveira (University of Miami, USA)
Copyright: 2020
Pages: 17
Source title: Handbook of Research on Advancing Language Equity Practices With Immigrant Communities
Source Author(s)/Editor(s): Lourdes Cardozo-Gaibisso (Universidad ORT Uruguay, Uruguay) and Max Vazquez Dominguez (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-3448-9.ch014

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Abstract

This chapter reviews the academic literature on late-entering students with interrupted formal education (SIFE), many of whom are refugees or asylum seekers, in order to gain a better understanding of how to serve these students and support their teachers. The literature suggests that school personnel who are serving late-entering SIFE (i.e., arriving in the United States at high school age) require additional support, resources, and on-going professional learning. The purpose of this chapter is to provide recommendations for district-wide professional learning based upon the challenges and promising practices that emerged in the literature review. Although this chapter focuses on the educational context in the United States, the recommendations may apply elsewhere.

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