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.
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 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.»
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).
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 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.
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.
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.
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.
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.
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.
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
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.
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.