Running head: IMMIGRATION

Immigration
Ana Bustamante (RED)
Tarleton State University

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2
Immigration

Immigration has impacted public schools on a daily basis. Currently, the percentage of
immigrants attending EC-6 public schools is rapidly increasing, which makes immigration
extremely relevant to public schools. Furthermore, the childrens literature does incorporate
immigration into literature for young readers; therefore, researchers have found that childrens
books would be the best way to teach and approach this topic in public schools. Additionally, it is
important for me to be aware of this problem because my degree is focused in bilingual
classrooms and I need to be understanding how to accommodate a classroom for students that are
immigrants.
Immigration is relevant in public schools; current research has shown that immigration
rates in public school are rapidly increasing. In the article, Lamme, (2004) states, The dramatic
increase in immigration since 1960s has signaled the need for greater immigrant-sensitive
curriculum (p. 123). Dramatic changes in public school also call for a change in curriculum to
meet the need of students who are immigrants. Teachers and schools are having to adapt to all of
these new changes to better teach the students who are immigrants. Teachers need to alter
curriculum in order increase the learning of the students who are immigrants and also further
connects with students. Nathenson-Mejia and Escamilla (2003) state, we have also seen that one
characteristic of successful teachers is that they tend to know a great deal about their students
lives (p. 102). Teachers not only have to alter curriculum due to rapid immigration rates, but
they have to make further connections with these students which will help their teaching
effectiveness. Moreover, Goodwin (2002) mentioned how these population increases
particularly among Hispanic and Asians (p. 157). This supports the idea of how there are
different ethnicities of immigrants attending public schools. I believe in the process of preparing

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for this rapid change, many public schools are looking at this topic as a historical subject to be
studied, as mentioned by Bersh (2013, p. 47).
Many of these public schools are turning to childrens literature to face this new change
among society. Bersh (2013) says using a picture book thematic text set on the topic of
immigration allows for multiple curricular venues and connections through which teachers can
address some of the ramifications of immigrations (p. 47). Childrens literature treats
immigration as a common issue and is appropriate for teachers to refer to childrens books to
address that topic, which is supported by the authors of these articles. For example, through
picture books about immigration, non-immigrant children can learn about the immigrant
experience (Lamme, 2004, p. 123). Childrens books are clearly a great resource to incorporate
in a classroom to explain immigration to other students, along with making students that are
immigrants comfortable. Childrens picture books impact a classroom in a positive way. Teachers
are also using literature to learn and fully connect with students (Mejia and Escamilla, 2003, p.
103). Teachers are able to understand those students with the examples given in many
immigration childrens picture books.
Clearly, teachers have to become more aware of global topics that will directly affect a
classroom, such as immigration. I will use this information to create understanding and facilitate
conversation, by turning to childrens books regarding any topic. I believe a teachers preparation
is essential to a classroom, as well as the teachers approach to certain topics in certain ways. The
best way to approach immigration, in this case, is by using childrens picture books. Students
enjoy picture books; therefore, they will be able to comprehend the concept better and enjoy the
learning process. A teacher is not only teaching non-immigrant students about this topic, but she

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is also validating the students who have an immigrants experiences (Lamme, 2004, p. 123). It is
important to validate every student in a classroom regardless of their background.
In conclusion, there is a rapid increase in public schools with students who are
immigrants. The best way for teachers to face immigration is by teaching students in a classroom
using childrens picture books. Childrens literature over immigration is appropriate to teach, also
stated as a Texas State Standard. Additionally, I will keep this in mind because it will help me
better approach this topic when I start to teach a bilingual class.

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References
Bersh, L. C. (2013). The Curricular Value of Teaching about Immigration through Picture Book
Thematic Text Sets. Social Studies, 104(2), 47-56. doi:10.1080/00377996.2012.720307
Goodwin, A. L. (2002). Teacher Preparation and The Education of Immigrant Children.
Education & Urban Society, 34(2), 156.
Lamme, L. L., Fu, D., & Lowery, R. M. (2004). Immigrants as Portrayed in Children's Picture
Books. Social Studies, 95(3), 123-129.
Nathenson-Mejia, S., & Escamilla, K. (2003). Connecting with Latino Children: Bridging
Cultural Gaps with Children's Literature. Bilingual Research Journal, 27(1), 101.