Sentences with phrase «minority language children»

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.

Many minority language children have special talents that are valued within their own cultures; unfortunately, these students are often not recognized as gifted and talented.

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».

More than half of the language - minority children whose reading abilities are substantially below the national average are not receiving bilingual or English - as - a-second-language instruction, according to a study by the Educational Testing Service.

Lesaux's research focuses on the reading development and the health and well - being of children who are at risk for learning difficulties, including children from language - minority and low socioeconomic backgrounds, and children with language impairments.

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.»

The California Department of Education has been harming language - minority children with its «single minded» emphasis on native - language instruction, a new report by a bipartisan state watchdog agency argues.

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 anMinority 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 anChildren 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 anminority children anchildren 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.»

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).

Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy.

There were no language minority children in any of the classrooms of teachers interviewed for the study.

For many poor, language - minority, and dialect - speaking children attending low - performing schools, the odds of learning to read by the end of third grade are far too low.

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 article provides an overview of the demography of language minority children, children from immigrant families, and English language learners — three populations that are related but not synonymous.

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.

Though it should be noted that the difference between Bair's and Mrs. Blake's opinion on minority student representation is that while Bair simply acknowledges that these students, especially the Puerto Rican children, will face hardships during their students careers, Mrs. Blake advocates for the language accommodation of Puerto Rican students.

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.

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.

Improving schooling for language minority children: A research agenda.

Democrats argued that rescinding the rules opens loopholes that states can use to shield poorly performing schools from scrutiny, especially when they fail to serve poor children, minorities, English - language learners and students with disabilities.

Meeting the language arts challenge for language minority children: Teaching and reaming in a new key.

Improving schooling for language - minority children: A research agenda.

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.

Rural, suburban, urban, gifted, special education, English language learner, poor, minority — it simply doesn't matter... When we as adults do our job and give them opportunities to succeed, all of our children can be extraordinarily successful.

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.

Pam Perlich, senior research economist at the University of Utah, says immigration from around the world has changed Utah so that a majority of children here now are members of ethnic minorities, and speak a total of 129 different languages at home.

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.

Creative reading: A relevant methodology for language minority 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 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.

Here your child is the minority language user.

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 minority language model means that your children hear, speak and use your native language a lot at home, because you and your partner are using it.

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:

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.

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.