Sentences with phrase «carpinteria language minority»

First Nations, Métis, Inuit, immigrants, apprentices, lower - skilled workers and official - language minority communities may be eligible for funding.

The basic purpose, said the attorney general, was «to allow members of applicable language minority groups to be effectively informed of and participate effectively in voting - connected activities» (New York Times, April 22, 1976, p. 25).

Furthermore, Section 4 (f)(4) and Section 203 (c) requires states with language minorities to provide multilingual or bilingual ballots.

• protections for racial and language minority groups in the drawing of district lines consistent with the Voting Rights Act, ensuring those protections remain regardless of what happens at the federal level; and

The Word Generation team will continue moving forward, greatly encouraged by the preliminary evidence suggesting the effectiveness of the program, and its particular value for language minority learners.

Nobody who wrote or supported the Civil Rights Act of 1964 thought that the term «minority» included so - called language minorities.

Beyond those concerns, we would do well to ensure that students are prepared to understand our neighbors, friends, allies, foes, and those within our own borders who are members of language minority communities.

Federal, state, and district level English Language Learner program entry and exit requirements: Effects on the education of language minority learners.

Synthesis: Development of literacy in language minority learners.

Development of literacy of language minority learners.

Language of instruction for language minority learners.

The Latino and Language Minority Teacher Projects at the University of Southern California aims to help language minorities enter the teaching profession.

Other terms commonly found in the literature include language minority students, limited English proficient (LEP), English as a second language (ESL), and culturally and linguistically diverse (CLD).

Does the school communicate with language minority students and their families to ensure that student needs beyond language are met?

He has conducted extensive research on alternative forms of bilingual and immersion education for language minority and language majority students.

Although the average gains of Teach to One students in most demographic sub-groups outperformed national norms — including for language minority, special education, and low - income students — that did not hold true for black students.

She is also a research associate on the National Panel on the Development of Literacy in Language Minority Children and Youth, a panel funded by the Institute of Educational Sciences, U.S. Department of Education to conduct a comprehensive, evidence - based review of the research literature on the development of literacy among language minority children and youth.

General teacher education and development, foundations of education, second language acquisition theory, sociolinguistics, multicultural education, history of language minority students in the U.S. educational system, field supervision of candidates for culturally and linguistically diverse endorsement and MAT degree.

There were no language minority children in any of the classrooms of teachers interviewed for the study.

What do you see as the ideal role of a native or «heritage» language in instruction for language minority students?

School effectiveness for language minority students.

This article provides an overview of the demography of language minority children, children from immigrant families, and English language learners — three populations that are related but not synonymous.

What are the demographic characteristics and academic performance outcomes of language minority and English learner students in California public schools?

[/ quote] Despite historic and far - reaching legal victories that proclaimed «language minority students may not be denied access to educational opportunities based on language or national origin,» language of instruction continues to be a significant educational roadblock for ELL and immigrant students (Loes & Saavedra 2010, 4 - 5).

EdNW Presenter: Michelle Hodara Time & Location: 8:00 — 9:30 a.m.; Hilton Union Square, Ballroom Level — Continental 9 Presentation: The Heterogeneous Effects of English as a Second Language Compared to Developmental English Coursework Description: For language minority community college students who need academic language support, community colleges offer English as a Second Language (ESL) and developmental English coursework.

This study explores the heterogeneous effects of ESL compared to developmental English on first generation, second generation, and generation 1.5 students as well as other language minority subgroups in order to illuminate which language minority students benefit the most (and the least) from ESL.

Our mission is an educational system that embraces our refugee, immigrant and language minority students and adapting our educational services to provide a learning environment where these students can succeed, integrate and participate fully at all levels.

Spanish - speaking students — the largest group of language minority students in Washington state — take fewer advanced courses and earn lower grades in those courses than...

In California State Department of Education, Beyond language: Social and cultural factors in schooling language minority students (231 - 298).

Exclusion factors such as mental retardation, sensory deficits, serious emotional disturbance, language minority children (where lack of proficiency in English accounts for measured achievement deficits), and lack of opportunity to learn should be considered.

Improving schooling for language minority children: A research agenda.

Closing the opportunity gap for language minority students begins by approaching these students as emerging bilinguals and building on the language strengths they bring to school.

She is interested in expanding literacy practices for language minority students with learning disabilities.

A national study of school effectiveness for language minority students» long - term academic achievement.

Does the school support language minority students» academic learning in all subject areas as they move toward fluency?

They also wanted to show how small schools, like Bronx International, put language minority students on the college track.

The Rising Readers six - week summer program takes place at six schools in CMS, a district that is home to more than 30,000 language minority students.

Meeting the language arts challenge for language minority children: Teaching and reaming in a new key.

Educating language minority students and affirming their equal rights: Research and practical perspectives.

http://files.eric.ed.gov/fulltext/ED505352.pdf Numerous studies (Goldstein, 1985; Rumbaut and Ima, 1988; Walker, 1989; Trueba, Jacobs, and Kirton, 1990 and Walker - Moffat, 1995) have found that the Hmong have extreme difficulties adjusting to the American educational system as compared with other language minority groups.

These findings replicate earlier reported positive effects of the program for language minority students (Snow, Lawrence, & White, 2009).

However, recently, dual language immersion (DLI) programs have emerged in the country as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all.

The Power of Culture: Teaching Across Language Difference examines the pedagogical and political supports necessary to give language minority students a high - quality education in mainstream classrooms.

According to Wanda Hamilton, who oversees staff development for the district, educating faculty and staff on teaching language minority students «drives everything.»

The Carpinteria language minority student experience: From theory, to practice, to success.

However, in Arizona, for example, only 0.14 % of the students in gifted and talented programs come from language minority backgrounds (Maker, 1987).

Creative reading: A relevant methodology for language minority children.

The role of primary language development in promoting educational success for language minority students.

This can be read as excluding funding for court challenges under the Official Languages Act or provincial / territorial laws affecting official language minority rights.

Responsible for assisting teachers with problems with language differences and identifies resources to deal with language minority cultures