Sentences with phrase «language minority groups»

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.

• 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 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).

Not exact matches

They banned all religion and dispersed minority groups, forbidding them to speak their languages or to practice their customs.

The oppressed groups in our society — women, racial minorities, the poor — know well that current language is enslaving and insensitive to them as persons.

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).

China has some strong programs when it comes to using the native languages of minority groups for school instruction, according to a report published in 2005 and released online in July by the United Nations Educational, Scientific, and Cultural Organization, or UNESCO.

We have a majority - minority student population, a large group of English - language learners, and almost 60 percent participation in the free or reduced - price lunch program.

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.

Sydney H. McKenzie, a lawyer for the department, said the state is negotiating with the language - minority groups and has launched an «across - the - board» review of policies that deal with students having limited proficiency in English.

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.»

Among minorities who do not speak Thai as their first language, the motivation to learn among this group is now very high but our challenge is to find effective ways to reach and teach them.

Schools must report «adequate yearly progress» for groups that tend to struggle: racial and ethnic minorities, low - income students, English language learners, and those with learning disabilities.

Education Week examines whether the «widespread worry that states would walk away from making sure that particular groups of students — English - language learners, students in special education, and racial minorities — mattered in their school accountability systems» under ESSA is well founded.

As a classroom teacher who taught in Aboriginal communities for many years and then as a researcher working with minority language students, I have long questioned why particular groups of minority students tend to under - perform in school.

Encourage the use of disaggregated demographic data — such as on first - generation, low - income, racial / ethnic minority students; adult students; students with second - language backgrounds; undocumented students; veterans; students with disabilities; and foster care, disconnected, and formerly incarcerated youth — to inform the practices and policies that may hold promise for specific groups of students

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...

While it is admirable for school districts to promote bilingualism, it is truly a second - tier purpose that mainly does a disservice to the majority minority group in San Jose — the Hispanics at the expense of quality language instruction for numerous other second language groups.

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.

Well the core argument in favor is that NCLB forced schools to report the performance of historically disadvantaged groups — minorities, students with disabilities, English language learners and low - income students.

Schools were deemed to have not made «Adequate Yearly Progress» if too many students in any sub-group — a minority group of sufficient size, students with disabilities, English language learners, the poor — failed either of the state tests in reading or math, in any grade.

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.

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 language.

First, language barriers faced by different groups (Indigenous people, Francophone minorities outside Québec, Anglophones in Québec and immigrants) are a significant component of the access to justice problems.

Members in ethnic, religious or linguistic minorities shall not be denied the right, in community with the members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language.

Similarly, Article 27 of the ICCPR requires the rights of minority groups including Indigenous peoples are protected to ensure their enjoyment of their culture, religion and language.

Article 27 of the ICCPR states «In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language».

In those states in which ethnic, religious or linguistic minorities exists, persons belonging to such minorities shall not be denied the right, in community with other members of their group, to enjoy their own culture, to profess and practice their own religion or, to use their own 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:

If the power of interests is to determine the basis of Australian society then Indigenous people, as a small minority group, will continue to lose their culture, their land, and their language to the will of the non-Indigenous majority.

Larasi challenged us to assess our own use of language when we talk about «minority» groups — language that often isn't helpful when seeking to address the issues that intersect and impact on women's experience of gender inequality and violence.

[5] Both treaties have similar wording, providing that persons 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.

Minority groups who speak their languages and practice their culture, enjoy better social, emotional and health outcomes than groups who do not

It has also been implemented in the service delivery field with several language and cultural minority groups, including Native Americans.

Foster carers are needed from all ethnic origins with varying faiths, cultures and languages, especially for sibling groups, teenagers, children from black and minority ethnic groups, children with disabilities and asylum seeking children.

This strongly suggests that more needs to be done to find suitable adopters to care for those children whose needs are well known and all too familiar — children with complex health needs or disabilities, children from minority ethnic, cultural, religious and language backgrounds, older children and sibling groups.

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.

Members of ethnic, religious or linguistic minorities shall not be denied the right, in community with members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language.

The rights which persons belonging to minorities enjoy under Article 27 of the Covenant in respect of their language, culture and religion do not authorise any State, group or person to violate the right to the equal enjoyment by women of any Covenant rights, including the right to equal protection of the law.

ICCPR's article 27 states «In those States in which ethnic, religious or linguistic minorities exist, persons belonging to such minorities shall not be denied the right, in community with the other members of their group, to enjoy their own culture, to profess and practise their own religion, or to use their own language».

Unlike other minorities, there's no overarching language, religion or culture that unifies or identifies the group as a whole.