Educating Linguistically and Culturally Diverse Students in Correctional Settings

Collier, Virginia P.; Thomas, Wayne P.
June 2001
Journal of Correctional Education;Jun2001, Vol. 52 Issue 2, p68
Academic Journal
Linguistically and culturally diverse students are the fastest-growing proportion of the school-age population in the U.S. and worldwide. Research on school effectiveness for these students provides many insights for correctional educators. For immigrants, societal pressures towards assimilation and loss of primary language can have devastating consequences. The circumstances from which immigrants may have escaped, such as war, poverty, or political oppression add to the complexity of their lives. In correctional education, multiple challenges for designing appropriate and effective coursework include consideration of students' emotional and sociocultural needs, the type of linguistic and academic support needed, and ways to stimulate cognitive development. When resources are available, teaching academic subjects, technical skills, microcomputer use, vocational knowledge, and other important life skills through students' primary language as well as second language is crucial to students' chances for productive lives upon release and for avoiding re-incarceration.


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