Sentences with phrase «language minority students who»

Not exact matches

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.

English as a second language (ESL) services are offered throughout the district both as a component of the Bilingual (Spanish / English) Program as well as to other language - minority students who attend ESL stand - alone schools.

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.

That measure drew strong opposition from advocates for English - language learners, racial minorities, disadvantaged students and those in special education who saw it as watering down accountability.

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.

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.

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.

For more than 30 years, the Intercultural Development Research Association has committed to making schools work for all children, especially those children who are historically left behind — low - income students, minority students and those who speak a language other than English.

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.

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

ESSA requires state accountability systems to annually measure five indicators that assess progress toward the state's long - term educational goals, with a particular focus on certain student subgroups: those who are economically disadvantaged, minorities, children with disabilities, and English language learners.

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

Educators who work closely with minority language students argue that using standardized IQ tests as a primary measure of giftedness does not fairly accommodate the linguistic and cultural differences of these students.

The majority found that the trial judge erred with respect to determining whether the «numbers» warranted an expansion of services or facilities — she overestimated the target capacity needed for students who could access minority language education.