Rahbani, Sara2024-12-162024-12-162024https://hdl.handle.net/1828/20846This project explores the multifaceted educational experiences of immigrant students through the lens of autoethnographical narrative, guided by Clandinin and Connelly’s (1990, 1991) approach. Drawing from personal reflections on my own and my daughter's transitions to a new educational system, the discussion examines the challenges and opportunities faced by immigrant students. Berry’s (1989, 1997) acculturation theory is used to analyze how assimilation, integration, separation, and marginalization affect students' adaptation. Whiting’s (2017) insights on English Language Learners (ELL) classes highlight their role in overcoming language barriers and supporting academic success. Furthermore, Ladson-Billings’ (1995) Culturally Relevant Pedagogy and Gay’s (2010, 2015, 2018) Culturally Responsive Teaching are explored as frameworks for fostering inclusive and equitable learning environments. By combining these theoretical perspectives, the project offers practical insights to enhance educational support for immigrant students, emphasizing the value of culturally informed teaching practices.en-USAcculturation theoryEducational adaptationEnglish Language Learners (ELL)Culturally Relevant Pedagogy (CRP)Culturally Responsive Teaching (CRT)project