Sentences with phrase «how language minority»

Not exact matches

Bishop Azariah of Dornakal, in theologically justifying the rejection of the reserved minority communal electorate offered by Britain to the Christian community in India, spoke of how the acceptance of it would be «a direct blow to the nature of the church of Christ» at two points — one, it would force the church to function «like a religious sect, a community which seeks self - protection for the sake of its own loaves and fishes» which would prevent the fruitful exercise of the calling of the church to permeate the entire society across boundaries of caste, class, language and race, a calling which can be fulfilled only through its members living alongside fellow - Indians sharing in public life with a concern for Christian principles in it; and two, it would put the church's evangelistic programme in a bad light as «a direct move to transfer so many thousands of voters from the Hindu group to the Indian Christian group» (recorded by John Webster, Dalit Christians - A History).

-LSB-...] you're not sure how to find great books in the minority language, ask Leanna of All Done Monkey!

The Vietnamese project brings books and the know - how to establish libraries to rural communities, while the project in Thailand aims to improve the integration of the Patani Malay minority by providing teaching in their own language.

In his book, Bolick describes how he helped orchestrate the mainstream media's first use of civil rights language in defense of school choice while discrediting a voucher opponent as «blocking the schoolhouse door to minority children.»

In Improving Schooling for Minority Children: A Research Agenda, August and Hakuta (1997) state that one research need is «to learn how to increase the number of teachers skilled in working with English - language learners» (p. 269).

Read the research brief on Teaching Secondary Language Minority Students (www.crede.ucsc.edu/research/llaa/rb4.shtml) to learn four things teachers should do to support language development in secondary school learners; for example, how to help Tommy, a 7th grader who has not been in school since he completed 5th grade in his native country.

This investigation reveals how indigenous children cultivate proficiency in the culturally organized use of multiple literacies in this context, and how Vietnam's rapid development informs experiences of childhood, transforms everyday language practices, and affects the vitality of minority languages in the 21st century.

So we'll continue to get information on how student sub-groups — such as minority populations, dual language learners, and students with learning disabilities — are performing, but we aren't tying those tests to harsh consequences for schools and teachers.

Through an investigation of both informal and institutionally organized interactions, this study analyzes how participation in indigenous, national, and international literacy practices indexes different senses of cultural citizenship (Rosaldo 1997), which, in turn, inform Cham minority children's complex sense of belonging within, and their meaningful intergenerational engagement with, the language and culture of their parents amid Vietnam's post-socialist transformation.

Train staff to effectively communicate with LEP parents — when and how to obtain qualified language assistance, use of interpreters when staff receive or make calls to language - minority individuals, and applicable record - keeping procedures.

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

Courts and Kids tells the surprising story of how state courts, based on the language in state constitutions, threw out unfair school finance systems around the country and ordered measures to improve the performance of poor and minority students.

In this regard, research on the language development and school readiness of children from language minority households should focus on how in - and out - of - home language experiences jointly contribute to children's proficiency in both English and their native language.

In light of evidence that children from low - income and minority backgrounds are more likely to exhibit delays in language and learning at school entry, additional work is needed to understand why these differences exist, and how to best support parents in their provision of positive home environments for their children.