Even if Johnny had known how to read in his native language, the process of learning English and succeeding in a new country would have been daunting.
The fact that he never learned to read, however, is what makes his efforts to read and write in English so challenging, and so heroic.
It is important to recognize that differentiated instruction is an approach to teaching, not simply a collection of strategies or activities.
Effective differentiation requires ongoing evaluation of students' needs and conscious attention to designing instructional activities and assessment to meet those needs.
The University of Adelaide understands that accommodation plays an important part in building a solid foundation to academic success for students.
University of Adelaide students can enjoy the benefits of access to quality accommodation options across the city, at various price points, when they seek assistance from the Accommodation Service.
Every student is not learning something different; they are all learning the same thing, but in different ways.
The challenge isn't simply a question of teaching students with interrupted schooling how to read or speak English, however; these are students who may also experience a high incidence of post-traumatic stress disorder, struggle with "cultural adjustment" or identity issues (Spaulding, Carolino & Amen, 2004, p.8), and need intensive literacy and content instruction as well as an introduction to the basics of the American school/classroom culture (p.5).
Before coming to Vancouver, he'd never spent a single day in a classroom, never read a book, and only once, in the refugee camp, could he recall ever attempting to put pen to paper.
Johnny is one of 200 refugee students in the Vancouver school district, and is what many educators consider a Student with Interrupted Formal Education (SIFE).
(exerpt from chapter 24) In 2003, 42 percent of American public school students were of racial or ethnic minorities, up 22 percent from 30 years before.
Most of this increase in diversity was due to immigration from Latin America and Asia, and with this increase in ethnic diversity came a corresponding increase in linguistic diversity.