There were
no language minority children in any of the classrooms of teachers interviewed for the study.
Not exact matches
And it put a special focus on ensuring that states and schools boost the performance of certain groups of students, such as English -
language learners, students
in special education, and poor and
minority children, whose achievement, on average, trails their peers.
The formula included weights for housing prices,
minority, English - as a second
language learners,
children with special needs,
children who are permitted free school meals, schools located
in rural under - privileged areas, rusting economic areas and with high percentages of «working classes».
In the language of the federal law: «Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.&raqu
In the
language of the federal law: «Where inability to speak and understand the English
language excludes national origin
minority group
children from effective participation
in the educational program offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.&raqu
in the educational program offered by a school district, the district must take affirmative steps to rectify the
language deficiency
in order to open its instructional program to these students.&raqu
in order to open its instructional program to these 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 an
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 an
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 an
minority children an
children and youth.
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.&raqu
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.&raqu
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
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
in working with English -
language learners» (p. 269).
Child language brokering
in linguistic
minority communities: Effects on cultural interaction, cognition, and literacy.
This book was created as a summary of the full volume, Developing Literacy
in Second -
Language Learners, reporting the findings of the National Literacy Panel on
language -
minority children and youth.
The No
Child Left Behind Act
in 2001 included
language requiring states to «ensure that poor and
minority students are not taught at higher rates than other
children by inexperienced, unqualified, or out - of - field teachers.»
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.
Teachers will perform a full range of duties, including but not limited to: + Preparing / implementing lesson plans that lead to student mastery of curriculum content, including English
Language Development + Developing / implementing integrated curriculum units, differentiating and scaffolding as needed + Regularly assessing student progress to refine instruction and meet student needs + Participating regularly
in professional development opportunities and collaborative meetings + Communicating frequently with students, students» families, colleagues and other stakeholders + Working closely with
children and their families to promote personal growth and success + Maintaining regular, punctual attendance Applicants who possess the following skills will make the strongest candidates: + California Teaching Credential or equivalent, meeting all NCLB «highly qualified» standards + Social Science credential + CLAD / BCLAD certification (Spanish) + Demonstrated ability to implement varied classroom instructional strategies + Educational vision for and experience with low - income and / or
minority students + Demonstrated track record with English
language learners + Commitment to preserving the cultural heritage of students + Passion for working with
children and their families + Bilingual (Spanish / English) To apply please send resume and letter of interest to: https://careers-caminonuevo.icims.com For more information www.caminonuevo.org and www.pueblonuevo.org * Camino Nuevo Charter Academy intends that all qualified persons shall have equal opportunities for employment and promotion.
Collaboration
in recruitment among school districts, institutions of higher education and community is more effective than going at it alone
in identifying alternative pools of teacher candidates — those who are experienced, culturally competent and with better understanding of
language -
minority children.
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.
The participation rate of 90 is also required among a number of student subgroups, such as
minorities, students whose primary
language is not English and
children in the foster care system.
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.
According to federally funded research, students who are living
in poverty, are learning English as a second
language, and are from racial and ethnic
minority groups are 250 percent less likely to be identified for, and served
in gifted programs, even when they perform at a comparable level to
children in the program.
Meeting the
language arts challenge for
language minority children: Teaching and reaming
in a new key.
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.
To challenge the labeling of students from
minority groups as disabled, assessment must focus on (a) the extent to which
children's
language and culture are incorporated into the school program, (b) the extent to which educators collaborate with parents
in a shared enterprise, and (c) the extent to which
children are encouraged to use both their first and second
languages actively
in the classroom to amplify their experiences
in interaction with other
children and adults.
Although it is important for all parents to be involved
in their
children's education, it is particularly critical to develop a strong link between the home and the school for gifted and talented
minority language children.
An assessment of needs, however, revealed that only 143 LEP
children were participating
in gifted programs, despite the fact that
minority language students represent 16.17 % (96,674) of the school - age population.
Minority French -
language children in a Vancouver neighbourhood attend an overcrowded French -
language school.
Section 23 of the Charter gives certain Canadian citizens the right to have their
children receive education
in the province or territory's
minority language at government expense.
Article 30:
In those States in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own languag
In those States
in which ethnic, religious or linguistic minorities or persons of indigenous origin exist, a child belonging to such a minority or who is indigenous shall not be denied the right, in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own languag
in which ethnic, religious or linguistic
minorities or persons of indigenous origin exist, a
child belonging to such a
minority or who is indigenous shall not be denied the right,
in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own languag
in community with other members of his or her group, to enjoy his or her own culture, to profess and practise his or her own religion, or to use his or her own
language.
But you can give your
child lots of exposure to the
minority language by making sure your
child uses Auslan with other signers
in the deaf community.
Your
child learns the
minority language of Auslan at home, and English
in the hearing community.
If it's possible for you, visiting countries where people speak your
minority language always boosts
children's interest
in the culture and ability to speak the
language.
The preservation and protection of Indigenous culture is addressed
in the International Covenant on Civil and Political Rights50 (ICCPR) and the Convention on the Rights of the
Child.51 Both agreements have similar wording, providing that people belonging to ethnic, religious or linguistic
minorities have the right,
in community with their group, to enjoy their own culture and to use their own
language.52 The Human Rights Committee,
in explaining the importance of these rights, noted:
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 languag
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 languag
in - and out - of - home
language experiences jointly contribute to
children's proficiency
in both English and their native languag
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 childre
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 childre
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 childre
in their provision of positive home environments for their
children.
For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their
children less frequently25, 49 and demonstrate less sophisticated
language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their
children.2 Parental education,
in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living
in poverty have
children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their
children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer
children's books available
in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences
in family resources across groups, as
minority status is often associated with various social - demographic risks.