Supporting the complex needs of new Puerto Rican Students by designing a professional development curriculum for teachers in Buffalo, New York.

Abstract

In the past two decades, increased immigration to the United States can be observed everywhere: our society’s racial, cultural, ethnic, religious, and social populations have diversified and minority groups have become more of a presence around the country. There are many new faces and languages in our country and the term newcomer is used to define many of the people included in this demographic revolution. In schools, newcomer students often require assistance with English acquisition, social adjustment, and overall acculturation assistance. In response to the increased newcomer population in schools, scholars began to investigate pedagogical approaches and effective teaching methods for these students. More specific and localized than newcomers is the presence of new Puerto Rican students (NPR students), especially in Buffalo, New York, where this curriculum project takes place. Similar to newcomers, NPR students need additional support in schools in order to fully access the curriculum and school community but the teachers who welcome new Puerto Rican students are often unaware of their students’ backgrounds and individual needs. This Master’s Project was designed as a professional development curriculum for teachers in Buffalo, New York in order to provide them with methods and strategies that can enhance and improve their instruction and experiences with NPR students.