How The Kemal Family Influence The American Culture

The family had difficulties adjusting to America, but I think the parents had a harder time understanding the American culture than the boys did. The boys grew up in a society that looked down upon them for their outward appearance, but a least they understood the culture and how people were. Their parents, especially the mom had a hard time. She did not understand that her way of life sometimes made it harder for her kids. For show and tell day Eddie’s mom had him bring food from his culture. When Eddie showed his seaweed salad the other kids just

Parents have their beliefs and practices when rearing their children, they share their customs and beliefs with their families to guide and support their families. Parents hope to share their practices from generation to generation, however when immigrants relocate other to countries they adapt to new ways of living (Two Parents, 2009). Immigrants relocate to provide their families with financial stability and better education. Some immigrants face obstacles when they relocate to North America, such as language barriers, discipline issues, and little involvement in their child’s education. Many of the immigrants first language is not English, their language barrier may hinder them from communicating with employers and classroom educators

Allen, Ms. Chursenoff and Ms. Diaz were able to overcome many of the previously mentioned challenges by desiring to understand their student's challenges and realizing the responsibility that they hold in their education. Ms. Chursenoff observed that it was important to "become familiar with a variety of cooperative learning strategies" (Ariza – Whelan, Eileen N., p. 4, 2010). She also realized the importance of always "implementing instructional strategies that are congruent with Hispanic cultural traits" (Ariza – Whelan, Eileen N., p. 5, 2010), in her situation, but those strategies can be utilized for all cultural traits, as well. Ms. Diaz "realized the only way she could help her students become successful in learning a second language was by learning what she did not know about their culture" (Ariza – Whelan, Eileen N., p. 7, 2010). That excites me! I would love to study and research other cultures. I strongly believe teachers do "have the clearest understanding of what needs to be done to successfully educate students in today's world" (Ariza – Whelan, Eileen N., p. 7, 2010), contrary to what the majority of people may surmise. I absolutely love how Ms. Allen advocates for her students. She stands firm against the ideas of policy makers to be the ones who make the laws for the children in her classroom. She shares the same beliefs and values that I have as a teacher. I truly admire

Emergence into a new culture requires courage, toppled with humiliation. Despite the energy or the will, unfamiliar territory/language and events present unrelenting and unavoidable tensions. Hispanic students encounter teachers who fail to support them in maintaining aspects of their cultural identity. For some ELL students honoring and respecting another’s culture may diminish some of the struggles these students face.

In recent studies, the United States has seen an increase in numbers in immigration and has affected both adolescent education and the work environment. These families are forced to learn a new language and blend into a new society. In the article Obstacles to Getting Ahead by Martica L. Bacallao and Paul R. Smokowski “Monolingualism and discrimination in interpersonal interactions and social policies directed Mexican adolescents and their parents to learn English and to conform to host culture norms, appearance, and behaviors to advance in school and in their work.” (1). Lately, education has been a struggle for immigrants due to the language barrier and the effects that it has on them such as depression, anxiety, and even feel abandonment.

Also sensitivity to cultural differences can support the goal of communicating with multicultural families. When communicating to bilingual and multiethnic families it would be optimal for me to have the materials, whether its notes, phone calls or newsletters translated into their native language. Since many parents are guarded when they receive a note or phone call from their child’s teacher, I will implement a plan to send home letters of commendation and support to enhance the communication with the student’s family. No matter what type of communication is used letting parents know immediately if there are any concerns will aid in working together to prevent potential problems.

they have to it, and lure of the “adolescent peer culture, and aspirations to join the American mainstream culture”(Munguia, 7). In addition, the parents of the immigrant students and other members of the family have very different understandings and attitudes about the American school system and how they operate. Some of these ideas and thinking reflects the parents/family member’s own experiences with schools, cultural and religious values, and the reasons why they left their country of origin to come to the United States. Correspondingly, their involvement and engagement with the inside their homes, new culture and with the school can vary. Moreover, if the youngsters learn to cope in the new environment faster than their parents do, they

“Hispanics in general have a strong work ethic and are willing to work hard and long to provide for their families” (Allison & Bencomo, 2015. p.58). Therefore, encouraging traditional morals and teaching children about the history of the culture is of great importance in Hispanic families (Allison & Bencomo, 2015. p.59). “Spanish is the primary language spoken in Hispanic immigrant families” (Allison & Bencomo, 2015. p. 59); however, English speaking family members will help with translation and communication when

It's a regular Tuesday morning, just like any other. A Hispanic mother is called to the school for a meeting for a consultation about her son’s performance. While in the meeting, the principal tells her that her child is in the 2nd grade, but is very behind. He adds the fact that her child does not understand the language the teacher speaks, and consequently, is not learning. The mother feels helpless since she cannot help him by reason of not understanding the language either. Hence, this is the difficult reality for numerous Hispanic families.

Over the years of study at UC Irvine (UCI), I have developed my interest in public education policy. I am particularly interested in improving literacy development among children of immigrants. As an international student, I understand the language barriers that current immigrants have to overcome, especially for children who come from families with limited socioeconomic resources. I would like to study how U.S.-born children, whose parents are undocumented, assimilate in early childhood education. Specifically, I would like to investigate how non-native English speaking parents influence children’s literacy development. My career goal is to promote children’s rights in education at a non-profit organization. I seek tools in Dual Language and

Children tend to have an easier time assimilating than their older counterparts; children are quickly “Americanized,” which can clash with expectations from their own culture. For example, an “Americanized” child may become embarrassed of wearing ethnic clothing once adapting to the designer clothing environment of American youth. Children also learn English at a faster pace than their parents, which taints the parent-child dynamic. Children with disrupted or minimal school education are suddenly thrown in a new educational environment. Various immigrant children struggle to keep up in class, due to different academic standards across different countries. A kid with a poor education may be overwhelmed with an American education, which has a reputation of being top-notched. Those who are unable to speak English, find it impossible to keep up with their peers, parents also may not have the education or language skills to assist their children. When my sister Mavis came to America from Ghana, she was in the 4th grade, she ended up having to repeat 4th grade because she knew almost no English and could only speak

Consider talking with other professional personnel who specialize in multiculturalism (Dray & Wisneski, 2011, p. 33). Share your interpretations in a spirit of collaboration to learn from family members about their expectations and norms for behavior (Dray & Wisneski, 2011, p. 33). After teachers have considered alternative explanations and developed a different interpretation of a situation, they are able to change their behavior (Dray & Wisneski, 2011, p. 33). Educators should view

I became an educator as a way to share the knowledge and experiences I have formally and informally learned throughout my life. In order for teachers to be successful transmitters of knowledge, it is imperative for them to have excellent communication skills with all the school’s stakeholders. To engage in meaningful multicultural practice, families and schools need to operate as interdependent, mutually respectful partners (Ramsey, 2004, p. 46). How they express themselves, as well as how they treat other

I want to set up five goals in order to help my students to overcome those obstacles through many activities in my classroom. I intend to learn everything possible about my students and their families’ background knowledge and culture to create a frame in order to respect their culture, their language and the students’ identity. I intend to encourage parents to participate directly into their children education. I intend to create a parent-teacher conferences

In my original personal narrative, I mentioned that I grew up in a mostly white middle class town with a 15% Latino population. In some ways, I grew up in a town that is in the forefront of a national discussion about increasing multiculturalism and acceptance of Latino Americans. We have come to realize that not all illegal immigrants are criminals here to do us harm. Some are people who have been here many years, raised families and contributed to our society. During my childhood, I had friends that were Korean and Latino descent, and I am grateful to have experience with those diverse cultures. In this class and in a previous teaching class, I worked with and got to know students of different ethnicities. We learned in class about legislation that would provide English learners with more support while they are assimilating and learning English (Buenrostro,2017). This can only benefit everyone as we raise the level of proficiency for the newest students. We Americans may have different cultures and traditions, but we all have value that can add to our society. I hope to continue my ethnic studies to further my understanding of other cultures. With the power of knowledge, we can break down barriers and stereotypes.