Stress and Coping of English Learners

Edited by:
Teresa Rishel, Ball State University
Paul Chamness Iida

A volume in the series: Research on Stress and Coping in Education. Editor(s): Christopher J. McCarthy, University of Texas at Austin. Richard G. Lambert, University of North Carolina at Charlotte.

Published 2018

Stress and Coping of English Learners addresses the many ways that ELs face academic and socioemotional stress in the K–12 school environment, the consequences of this stress at school, how they cope with this stress, and how school personnel and families can provide support and help. While enrollment in school programs offers assistance to many ELs, it often fails to provide the socioemotional support that ELs need as they navigate the rough waters of schooling. American schooling is often not prepared and/or unwilling to help ELs as they adapt to an unfamiliar language, culture, social norms, communication techniques, and teachers' expectations. Given the proper foundation and emotional support, ELs will be positioned for greater academic success, comfort at school, and a decrease in their sense of alienation in both the school environment and at home as they try to negotiate between two cultural environments.

Acknowledgments. Problematizing the Experiences of English Learners in U.S. Schools, Paul Chamness Miller and Teresa Rishel. Secure Attachments in Schools: Adults as Ambassadors Mediating Newcomer Students’ Social and Emotional Adaptation, Alaisa Grudzinski, Andrea Honigsfeld, Alma Rocha, and Amy Eckelmann. Language Brokering: Effects on Parent-Child Relationships, Bilingualism, and Cognitive and Emotional Development, Yolanda Salgado and María D. Avalos. The Role of School and Teachers in English Learners’ Socioemotional Well-Being, Victoria Christine Rodriguez, Shadab Fatima Hussain, and Amado Padilla. Coping as a Line of Flight in a Linguistically Diverse Kindergarten Classroom, Adrian D. Martin and Kathryn J. Strom. “He Needs Help”: Marking and Marginalizing English Learners Through Peer Interactions, Meghan Corella and Jane Younga Choi. Understanding English Learners From Socioemotional Perspectives, Bogum Yoon and Boukary Ouedraogo. Exploring the Collaborative Foundations of Trauma-Informed Service Provision for Refugee Students: A West Michigan Case Study, Michelle L. Solorio. Negative Emotion Discourses in School and Family Contexts: A Narrative Inquiry Approach to an English Learner’s Stories of Experience, Hayriye Kayi-Aydar. The Power of Relationships for English Learners: Friendships Cultivating Linguistic Agency, Jennifer Collett. Family Structures of Refugee Students in the U.S. and Their Effects on Schooling, Madhavi Tandon. Embracing Possibilities for English Learner Inclusion, Comfort, and Care, Teresa Rishel and Paul Chamness Miller. About the Authors. Index.


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