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Yiding Wang ENG 112 Megan Keaton 12 April, 2013

Annotated bibliography
"Amy's Story." Immigration and Multiculturalism: Essential Primary Sources. Ed. K. Lee Lerner, Brenda Wilmoth Lerner, and Adrienne Wilmoth Lerner. Detroit: Gale, 2006. 329-333. Opposing Viewpoints in Context. Web. 12 Apr. 2013. In this article, it is a story about an illegal immigrant Amy to study and live in the United States. Amys family comes to the United Stated from Taiwan. Due to political reasons, they left Taiwan on tourist visas in 1982 and never came back. When they arrived in the United Stated, Amy was only three years old. Amys parents did not know English and laws, but they needed money. Amy and her sisters paid a lot of money when went to school because they are illegal immigrants; they cannot apply FAFSA or in-state student. Amy and her sisters still continue go to school because their father thought a college education would be important. Amy wanted to be a legal citizen and stay in the United State although there are many difficulties. The author, Army, is the member of Coalition of Student Advocates. The Coalition of Student Advocates formed in October 2002 to lobby for legislation that would allow illegal immigrants who have graduated from American high schools to attend American universities. This is an autobiography about Amy and her family in order to realize their dreams. The author uses her own story to tell us her difficult life in American. The purpose of the author is she wants obtain the identity.

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My topic is about the difficult it is to be an immigrant student. And I found some points in this article, like the lack of information and financial difficulties. It is show what problem the most immigrant students have and why they still continue to learn. Quote 1: When we arrived in the United States, my parents did not contact lawyers. They did not know the language, and did not know anyone to turn to for help. Quote 2: My father thought a college education was vital to success in America, so he and my mother worked like superheroes to put my sisters and myself through college, paying out-of-state tuition for each of us. Quote 3: My California state education cost $17,000 a year, more than three times the $4,500 tuition legal residents enjoyed. Sander, Libby. "In Helping Immigrant Students, Jesuit Colleges Seek To Lead The Way." Chronicle Of Higher Education 59.26 (2013): A10. Academic Search Complete. Web. 26 Mar. 2013. This article is about the Jesuit Colleges document to propose for helping immigrants students. This article lists some difficulties about immigrants and some proposals to solve these problems. For example, maintain a list of all scholarships intended for immigrant students and create a database of alumni who can help immigrant students with career advice after they graduate. This is a document in the Jesuit colleges Fairfield University, Illinois' Loyola University Chicago, and Santa Clara University. The document is used for helping immigrant students. This article talks about the immigrant students from the school's perspective. It lists immigrants difficult and how schools solve these problems. This

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article is credible because I find the relevant documents which have same content on schools website. This article is close with my topic, it follows the new policy and it is credible. I quote the part that why the immigrants students need help. Quote 1: Immigrant students who are living in the country illegally face a variety of obstacles in getting to college. Quote 2: They are commonly first-generation college students, unfamiliar with the college-application process, and in many cases fear divulging information about their immigration status that may put their families at risk. Quote 3: They also have few options to pay for college: They are not eligible for federal or state financial aid, and cannot take part in work-study programs. For many, the only way is through scholarships, which are rare. "Former ESL Students Tapped as Class Aides." Education Week 28 July 2004: 12. Opposing Viewpoints In Context. Web. 26 Mar. 2013. This article talks about the difficulty that the ESL students have. In this article, the author discusses how the students use English as their second language. The author uses an example about Reyhaneh Fathieh, an Iran girl who learns English in the United States. When Reyhaneh comes to the United State at 11 years old, she find it difficult to learn English. After years, Reyhaneh successfully mastered the Basic English and English learning method. It means that Reyhaneh caught up with the same age child. Now Reyhaneh keep learning English and tool a job as a student assistant to help immigrant

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youths learn English. This is a positive story that an immigrant girl who had a language problem and how she solved this problem. I think this article is credible because it use a detailed example. The article cited many dialogue and have a lot detail about Reyhaneh Fathieh. From this article, we can see the authors purpose is help to ESL students solving the language problem. The author list some methods and these method are all effective because the girl successful. This article shows the other problem in the immigrants group. It is a point in my topic. Language problem is widespread in all immigrants students; it is just in different degrees. Quote 1: The different experiences of the student assistants illustrate that not all students learn English at the same rate. Ms. Bass said much depends on immigrants' education and literacy levels in their native languages. Quote 2: She barely spoke for the first six months in her 5th grade class because she was afraid she'd make mistakes. Quote 3: Elmer Moreno, a native of Bolivia who is the third student assistant, spent the last three years in ESL classes. At age 18, he enrolled in 9th grade at the Prince William district's Gar-Field Senior High School, and he graduated this spring at age 22. Naiditch, Fernando. "Cross The Street To A New World." Phi Delta Kappan 94.6 (2013): 26-29. Academic Search Complete. Web. 4 Apr. 2013. The article discusses family and parent participation in the reading education of children of Hispanic immigrants as a way to increase academic achievement in English

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language literacy, in light of the author's experience teaching English as a Second Language to a Hispanic child who was labeled as learning disabled and his exploration of a family literacy-centered solution. Topics include the impact of home environments of immigrant families on immigrant students' U.S. education, the school use of immigrant parents to support schools' cultural education, as well as ways in which parents can improve the education of English language learners. This article is believable because it also uses a specific example. The author Fernando is an associate professor about the secondary and special education. This article also post in Phi Delta Kappan magazine. The immigrant students also have similar problems. I am an immigrant student. The first year in school, I was like a learning disabled student, I dont remember anyth ing. Thats why I want use this article. This article is not only for learning disabled or immigrant students; it gave us a way to helping the immigrant students. Quote 1: Pedros story is not unique. American classrooms, not just in urban areas, are lled with students like Pedro, whose literacy skills reect different ways of understanding and relating to the world. Educating English language learners depend on the knowledge that comes from the community, from crossing the street and getting to know a parent, a life story, a different way of dening and practicing literacy. Quote 2: Bringing parents to the classroom also helps bring teachers closer to their students homes. Giving parents a voice and an opportunity is just a simple strategy that helps foster and strengthen the partnership between schools and the families that they serve.

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Quote 3: In the situation described here, the oral literacy of the home met the written literacy of the classroom, and they complemented and extended each other. Natalie Villacorta, Profs. present the immigrant paradox Monday, September 20, 2010, Print. This article is writing by Natalie Villacorta to comment a report The Immigrant Paradox in Childrens Education and Behavior: Evidence from New Research. This report writes by Garcia Coll and Evelyn Hu-DeHart. Garcia Coll and Hu-DeHart also presented their findings at the Rhode Island Foundation on Sept. 16 2010. The report findings include first-generation immigrant adolescents exhibit lower levels of juvenile delinquency and risk behaviors than second or third-plus generation children. Some firstgeneration immigrant children are outperforming second and third-plus generation children in standardized test scores. First-generation immigrant children have positive attitudes towards school and teachers. First-generation immigrant children often start behind American-born children in school, but they catch up quickly and have high rates of learning growth. Garcia Coll and Evelyn Hu-DeHart are professors in Brown University. Their data comes from Center for the Study of Race and Ethnicity in America. This information makes this article credible. The goal of this report is to change how immigrant children are viewed, and the new data will help immigrants children integrate into American society. This article gives me a lot help about the two sides of my topic. I always think immigrant student is difficult in American, and the second-generation immigrant children

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will better than the first-generation children. This article use real dates to say the firstgeneration children is good. I will use this source as other side of my topic. Quote 1: The study shows that although first-generation immigrant children are often behind American-born peers in school, they catch up or even surpass them by the lateelementary years. Quote 2: Garcia Coll said she has observed that Asian and Hispanic parents value education above all else and often have high moral standards. Quote 3: New research shows that immigrant children are performing well both in school and in the community.