Podcasting the Immigrant Experience

Students in Tyler Thornburg's class interview
an immigrant about her journey to the U.S.

Eighth grade students at Saints Peter and Paul Catholic School in Tulsa, Oklahoma spent the last month of the school year working on a podcast project to enrich the immigration theme of the school year. While many students at the school come from immigrant families, not many of them had heard their families’ stories about how they came to the United States. Teacher Tyler Thornburg seized an opportunity for authentic learning and engagement.

The idea to develop student-created podcasts on the immigrant experience arose after listening to a “This American Life” podcast on National Public Radio about an immigrant named Abdi, a Somali refugee, and his epic journey to the United States. Thornburg wanted his students to create something like this podcast, which they could then share with their families. He was hoping for students to tell the story of their family’s journey to the United States (or someone else’s they knew) and then ask the people they were interviewing if the sacrifices they made were worth it.

Many of the conclusions reached by the immigrants interviewed surprised students and helped them to develop a fuller understanding of immigrants and immigration. Thornburg’s students had often only experienced the difficulty of living in the United States and thought that life in Mexico or a country in Africa had to be better than here. However, many of the people interviewed said they would not go back if they could because of the impact that their decision has had on their children and grandchildren. These answers forced students to look at their life and the immigrant experience from a larger perspective and to see that small decisions over a lifetime can have a profound impact.   

Practice and Patience

As is often the case, new experiments in the classroom don’t always go as planned, but they offer rich learning experiences for teachers and students. Thornburg said:

Our eighth grade class was behind on our curriculum for the year, so we worked on the podcast at the same time as finishing the school year. If I were to do the project over again, I would only focus on the podcast project and not do any other content. The way the lesson plan is written is how I decided to do things, and some of the things we did, did not take an entire day, while other things took more than one day, and other tasks were somewhere in between. I tried to write the lesson with some flexibility so teachers could use their own creativity to make any and every change.

Reflecting on the project, Thornburg offered some words of advice for teachers wanting to create podcasts with students, primarily regarding practice and patience:

Practice is something both students and teachers need. Create a podcast yourself for students to listen to so you are prepared to show students how to use the software  and hardware. There isn’t a more frustrating moment as a teacher when students ask  you how to do something and you don’t know what they are talking about because you haven’t done it yourself. It’s also important to have your students practice. My students needed a lot of practice and probably could have used more when they were creating their podcasts. 

The two areas that students needed the most practice is recording and editing. The recording is picked up much faster than the editing, and this is where patience comes in. Plan more time than you think to allow students to practice. You will thank yourself later. The thing that I needed to realize is that for many of my students this was the first time they had ever created a podcast and edited audio. They know what the final product is supposed to sound like, so I advise letting them discover how to get there. This forces the teacher to allow the students some autonomy, which can be scary, but they will rise to it if you give them enough encouragement and support. 

Lastly, and this was the most difficult thing for me teaching six preps, is that feedback is essential for students. Students need to know what you are expecting of them and where they can improve. I was surprised at how much they wanted to edit and change things when I gave them feedback. The stories that arose as a result of this project were amazing and the interaction of students with immigrants and technology was incredibly inspiring to watch as their teacher.

Resources

• Click on the link to download student-created podcasts to Music Player for Google Drive or your computer's audio device. These podcasts can serve as exemplars for project-based learning.

Emma and Jaime

Esteban and Enriquez

Olivia and Jannet

• Download the lesson Podcasting the Immigrant Experience” and adapt for your classroom. Start practicing!

Telling Family Immigration Stories

Telling family immigration stories is a powerful way to build community within and outside of the classroom. Whether the story comes from a student, parent, or a school professional, giving voice and an audience to the story opens channels for empathy and understanding on what can be a divisive topic.

Our latest lesson plan, created by English Language Learner (ELL) teacher Ms. Angeline Sturgis from Eldridge Park School in Lawrence, NJ, demonstrates how to record, illustrate, and share family immigration stories from individuals in your school and community. Ms. Sturgis implemented this project as the result of our Community Grants program.

The finished product of this lesson is an illustrated book and an opportunity to read the story aloud to others. Although this project can be done digitally, the physical book makes an important gift. A culminating public reading with a focus on celebrating, acknowledging, and supporting the immigrant author's triumphs, struggles, and continued efforts to build a new life in the U.S. transforms a lesson into a truly special and unforgettable event. 

Reflecting on the project, Ms. Sturgis wrote, “I've always believed that everyone has a story to tell. Encourage your families to share their stories, whether orally or written and illustrated, like I was able to do. One of the authors, a mother who came to this country as an impoverished child, said to me at the end of our event, ‘I actually feel different. My story needed to be told. All those years, it was living inside me, and I needed my children to hear it. Not only have they heard it---they illustrated it! Now my story is a part of all of us.’ To read the full article, please click here (and scroll down).

Students illustrate a story.

Teacher Ms. Angeline Sturgis records Eldridge Park School staff member William Perez's immigration story from Cuba.

Books wrapped for presentation on the night of the event.

Illustrations are presented on a large screen as the audience listens and watches.

The American Immigration Council grant program is an initiative to provide educators and community organizers with the resources they need to implement a successful immigration curriculum or an immigration-themed project. Grants are awarded on a bi-annual basis. The deadline for the next grant is July 1, 2016, so it’s not too late to think of an idea and apply by clicking here.

Digital Learning and Empathy Underscore the Classroom Projects of our Community Grant Winners

The American Immigration Council is proud to announce the winners of the 2016-2017 Community Grants Program. The grant program is an initiative to provide educators and/or community organizers with the resources they need to implement a successful immigration curriculum or community-based project.

This year’s winners are using digital tools in the classroom with students to make personal and relevant connections to immigration and importantly to engender understanding and empathy. The awardees are teachers Ms. Ashley Fort at Batesburg-Leesville Primary School, Batesburg-Leesville, South Carolina and Mr. Tyler Thornburg at Saints Peter and Paul Catholic School, Tulsa, Oklahoma.

The idea behind Ms. Fort’s project titled “Family Artifact Research Project” is that “young students need to know how culture has contributed to the diversity of their community and country” and digital storytelling on immigration and family heritage supplemented with literary and informational texts can help provide students with both context and personal content to deepen their understanding and appreciation for diversity. To produce their digital narratives over the course of this one-week unit, second-grade students will conduct online research, use the Little Bird Tales storytelling app (which we feature on our Crossing Borders with Digital Storytelling lesson plan), and read the The Granddaughter’s Necklace by Sharon Dennis Wyeth among other texts. 

In Mr. Thornburg’s project, “How Immigrants Affect Us,” students will create a podcast interviewing an immigrant about their journey to the U.S. and how that affected their life. The theme for eighth grade students is immigration particularly “understanding how immigrants have played a critical role in the creation of the U.S. and how often their side of the story is left out of textbooks.” The interview podcast project aims to insert those often overlooked, but critically important voices in American society. The interviews will take place during an evening at the school when community and family members can be present. Mr. Thornburg noted that “many of our students come from immigrant families and I do not think that many of them understand the sacrifices that their family members have made to get them to where they are.” It is his hope that the project will tell the stories of the people who make their school.

Senior Manager of Education Claire Tesh, says, “Our grant program rewards classroom teachers and community leaders who have innovative ideas in integrating immigration issues into their teaching. In return, the American Immigration Council shares their results with the greater public through lesson plans, multimedia and other projects.”  Please join us in celebrating these two noteworthy projects and stay tuned as we follow their developments in the classroom.

For over the past decade, the American Immigration Council has been providing educators with funding for projects that support its mission of promoting the benefits of immigrants to our nation. This collaboration with motivated educators across the nation engages students and communities in thoughtful dialogues centered on the issue of immigration and multiculturalism. 

Please share this email with fellow educators to spread the word about the great work of these teachers. To learn more about our 2016-2017 grant programs and resources, including how to apply, please click here. Our next deadline is July 1, 2016. Congratulations to our deserving and inspirational teachers! 

If you like our work, please pass this email, tell a friend, and give them this link http://bit.ly/1KdE5Zz to sign up to receive updates and free resources.

A Message of Inclusion and Understanding

In an open letter addressed to Donald Trump, Rais Bhuiyan, founder of World Without Hate, hate-crime survivor, and advocate for radical forgiveness, delivers a message of inclusion and understanding that is of such importance, we wanted to send it directly to you with his permission. If you are interested in learning more about Bhuiyan’s story, please read our book review of The True American and corresponding lesson plan.

Dear Mr. Trump,

I am an American Muslim. I deplore the acts of violence and hatred that are wrongly performed in the name of my religion. I denounce the actions of ISIS, Al Qaeda, and all terrorist organizations. They do not represent me or my beliefs, and they do not reflect the lessons taught in the Qur’an. I also denounce all manifestations of hateful thoughts, acts, writings and deeds.

While I respect you for attaining your leading position in the Republican Party’s run for President, as such a leader, I urge you to learn about and get to know the minorities and immigrants who call the United States home. American Muslims are an integral part of our society. They are doctors, lawyers, teachers, first-responders and firefighters, business owners, police officers, and peace activists, like me. Over 10,000 American Muslims currently serve in the U.S. military and are ready to put their lives on the line to protect our freedom and liberties. American Muslims, like their fellow citizens, are patriotic Americans, who have been living and working in this country for centuries. It not only devastates American Muslims like me for this country’s leaders to question our allegiance, it sends an extraordinarily distressing message worldwide. You have a unique position in American society, people take your words seriously, they listen to and believe you. It is imperative that you properly represent all Americans, and that includes Muslims who are voters, citizens, professionals, family members and loyal Americans. As citizens of this nation, we should be doing things to strengthen and empower one another, not discouraging or demonizing some among us, and not casting doubt upon their loyalties and love for our country.

I have spent my life preaching the value of radical forgiveness ever since I was shot in the face ten days after 9/11 by an American espousing values similar to the ones you voiced yesterday. I know how tempting it was to BLAME the whites, the Christians, or all the Americans’ because of the white supremacist who shot me in the face and killed two innocent South East Asians and voluntarily told the media, after his arrest, that what he did, most Americans wanted to do, but they did not have the guts to do it. He BLAMED me and “my kind” for 9/11.  He thought that America was no place for Muslims until I started a campaign to save him from death row. He was ultimately executed, but not before he called me “brother” and he said that he loved me.

America needs to understand, to repair, and to heal.  America does deserve better.  We deserve better treatment from ourselves.  We deserve a country that lives up to its original creed – that ALL men (and women) are created equal.  At a time when most Americans were uninformed, misinformed, or simply afraid of Islam, Thomas Jefferson imagined Muslims as future citizens of his new nation. His engagement with the faith began with the purchase of a Qur’an eleven years before he wrote the Declaration of Independence. “Neither Pagan nor Mahamedan [Muslim] nor Jew ought to be excluded from the civil rights of the Commonwealth because of his religion.”
 — Thomas Jefferson, quoting John Locke, 1776

Your recent comments against Muslims are spreading fear, hate, and causing destruction in our society, and it’s not healthy. Your recent speech reminds me of the famous quote of Abraham Lincoln – “America will never be destroyed from the outside. If we falter and lose our freedoms, it will be because we destroyed ourselves.” I would welcome the opportunity to sit down with you, as one American Muslim, to talk with you further about the contributions that American Muslims can make to improving our national security and helping this nation to be the best it can be. Muslims have value, Mr. Trump, and all Muslims are not violent. I would like to demonstrate these truths to you. 

Sincerely,

Rais Bhuiyan

Founder

World WithoutHate

If you like this letter, please send it to a friend and give them this link http://bit.ly/1KdE5Zz to receive updates and free resources such as lesson plans, books reviews, and community grants. Follow us on twitter @ThnkImmigration #teachimmigration.

Engaging Immigrant Parents as Partners: Part Two Strategies to Build Partnerships

-- Contributed by Eileen Gale Kugler

We are thrilled to publish this two-part series on engaging immigrant parents by Eileen Gale Kugler. In this series, she notes a critical disconnect between many immigrant families and schools and provides practical tips for educators to understand and build valuable partnerships with all parents. To read part one, please click here.

Immigrant parents can be a valuable asset to the school, as motivators and mentors for their own child, as connectors to members of their cultural community and beyond, and as a source of fresh ideas and perspectives for the school. Far too many are disconnected from schools, not understanding fully their role in American schools and not feeling welcome or valued there. Personal outreach that builds relationships, values these parents for their strengths, and targets their specific needs and interests will empower school leaders to build effective partnerships with immigrant families.

A Fresh Look at Parent Engagement

With some 25% of all students in schools today living with at least one immigrant parent, schools need to take a fresh look at parent engagement strategies. Research shows that parent engagement can have a major impact on student success, for students of every background.

Traditional parent involvement programs, like back-to-school nights and parent-teacher conferences, were created decades ago, and they meet the needs of parents who are knowledgeable about and comfortable with the American educational system. Many immigrant families, however, find them overwhelming or intimidating and they do not attend. The result is that some educators may assume that immigrant parents don't care about education. In reality, the education of their children was one of the motivating factors drawing many immigrant families to the U.S.

Strategies to Build Partnerships with Immigrant Parents

Go beyond traditional programs for family involvement. Strategic design of family engagement, based on the background, needs and interests of the specific immigrant families in that community, is essential to build valuable partnerships with immigrant parents. Recognizing that many traditional programs are designed for those already comfortable at the school, educational leaders need to explore non-threatening ways to encourage immigrant parent involvement: a classroom celebration of children’s writing where family members accompany their child; a breakfast with their child before work with a personal moment with the teacher; or a culture-specific program. A welcoming parent center with bilingual staff can provide space for immigrant parents to begin to feel comfortable at school. 

Success of outreach is often measured by the number of attendees, but targeted small group activities can be more welcoming and effective. After parents become comfortable in these meetings, it is important to find ways to connect immigrant families with other families in the school, through classroom-based activities or school-wide projects where families work side-by-side.

Connect parent engagement to academics. While it is important to build personal connections, the engagement cannot stop there. To truly have an impact on student achievement, research shows that there needs to also be a connection to student learning. International dinners can be a welcoming way to bring families into the school, but they don’t need to stop at breaking bread together. One high school in Northern Virginia with immigrants from many cultures turned their dinner into Bravo Night, inviting immigrant graduates from the school to talk about the strategies that enabled them to succeed in college and career.

Programs such as math or literacy nights can provide immigrant parents with insights on classroom learning. For parents who did not have the benefit of quality education themselves, adult literacy classes can build their capacity to support and mentor their children. Immigrant parents – and all parents – can benefit from learning the academic connections of subjects like music, art, and physical education. 

Get out into the community. Some families find it intimidating to just walk through the school doors. Others may be concerned about going to an “official” building, worried about their own immigration status or that of a loved one. Parent meetings can be held in community rooms or at religious institutions in the neighborhood. A meeting at a public library can be a comfortable way to introduce immigrant parents to this valuable resource. Sometimes a lunchroom in a local factory is a great place to connect with parents who can’t leave work.

If your school has a process for conducting home visits, they can be an effective way to build relationships with immigrant families. Many families feel honored that school officials come to their homes. A successful Latina entrepreneur told me her life changed in first grade when the principal visited her home, fostering a stronger connection to the school for the whole family. Pre- and post-visits procedures and tips are essential for a safe, successful home visit so communicate with your school and families prior to commencing a home visit program.  For additional support, please see the Family Engagement Resources from the Flamboyan Foundation and “Carol Sharpe: A View on Home Visits” published on Edutopia.

Rethink the structure of parent-led activities. Parent leaders need to rethink what “welcoming” looks like – beyond a friendly hello when a new person enters the room. To diversify attendance at and leadership of parent groups, leaders can work with teachers and guidance counselors to identify immigrant parents who could become more involved, and then provide support and training. Connecting immigrant parents with long-time parent leaders, as welcoming friends or mentors, can be a powerful way to build relationships. While fundraising is important, if this is the parent group’s major purpose, it can place value on only those parents with the contacts or personal finances to contribute.

Invite families in multiple ways. A simple flyer sent home or a broadly-sent text may appear to be for “someone else” to a parent who is disconnected from the school. Include personal notes home with the child, individual texts, emails and follow-up phone calls – the more personal, the better. Use multiple ways to get the message out. One Maryland elementary school placed a sticky note on each child’s jacket saying, “Bring me to the family program at school tonight!” Notices in local foreign-language newspapers and fliers at ethnic restaurants, markets, or other community venues can be particularly valuable. Local cultural newspapers usually have English-speaking staff and are eager to report school news.

Collaborate with local groups that serve immigrants. The most effective family engagement begins with an understanding of the background, interests and needs of the particular immigrant families within that community. Community organizations, culture-based groups, and houses of worship can be powerful partners in connecting with families, as well as planning and hosting programs. Leaders of these groups can provide a trusted link to immigrant families.

Eileen Gale Kugler helps schools develop positive high-achieving culture that values every student and family. She is author of the award-winning “Debunking the Middle-class Myth: Why Diverse Schools are Good for All Kids” and Executive Editor of the global resource, Innovative Voices in Education: Engaging Diverse Communities. She can be reached at EKugler@EmbraceDiverseSchools. Follow her on Twitter at @embracediversiT

Additional Resources

Want to read more? Click here to purchase Innovative Voices in Education: Engaging Diverse Communities and read our book review of this important resource. Enter promo code RLEGEN15 at checkout for a 20% discount. You can also read a previous article “How Immigrant Students Strengthen American Schools” by the author featured on our blog.

We want to hear from you!

What are the diverse ways you connect with immigrant parents? Please share your thoughts with us by emailing us at teacher@immcouncil.org and we’ll share best practices on our blog and with educators in our network. All submissions will be eligible for a $25 Amazon gift card.

Stay Connected!

The American Immigration Council offers free lesson plans, resources, book/film reviews, and grants to teach immigration. We also welcome teacher and student book reviews and contributions to our blog. Email us at teacher@immcouncil.org and follow us on twitter @ThnkImmigration #teachimmigration.