Educating language minority students and affirming their equal rights: Research and practical perspectives.
Not exact matches
Segregated
minority schools are almost always segregated by poverty as well as race, and sometimes by
language as well; they typically have less experienced teachers, less
educated and less powerful parents, more untreated student health problems, and many other forms of inequality (Orfield, 2009).
In the bilingual public schools of St. Louis, one - fourth of the students during the second half of the 19th century were not of German descent, reminiscent of the present trend of what we call today «two - way dual -
language,» a type of bilingual education where students of ethnolinguistic
minorities and English - speaking majorities are
educated jointly to develop the bilingualism of all.
Conduct scholarly research activities and publish in the area of
educating linguistic
minority students, literacies and second
language acquisition / development and theory, and teacher education.
Dr. Diane August is a Managing Researcher at the American Institutes for Research (AIR) and brings 40 years of experience in the many aspects of
educating language -
minority children.
According to Wanda Hamilton, who oversees staff development for the district,
educating faculty and staff on teaching
language minority students «drives everything.»