Sentences with phrase «other language minority»

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.

This study explores the heterogeneous effects of ESL compared to developmental English on first generation, second generation, and generation 1.5 students as well as other language minority subgroups in order to illuminate which language minority students benefit the most (and the least) from ESL.

Not exact matches

Ethnic minorities make up 36 percent of the country, and more than 20 percent of Americans speak a language other than English at home.

Advocates and local elected officials have pushed for a more comprehensive outreach plan by the state to ensure the tens of thousands of residents, many of whom are minorities and speak a language other than English at home, know about the need for testing.

Older age, lower education, psychotic illness, being a visible minority and having a native language other than English or French were associated with poorer cognitive performance; however these indicators could explain only part of the neurocognitive difficulties observed in this study.

Malcolm Trobe, interim general secretary of the Association of School and College Leaders, said: «We are concerned about the continuing decline in entries to A levels in modern foreign languages, and other «minority» subjects such as music and design and technology.

Other terms commonly found in the literature include language minority students, limited English proficient (LEP), English as a second language (ESL), and culturally and linguistically diverse (CLD).

However, the authors of a new study say that minority students are less likely than similar white peers to be in one of five common disability categories — emotional disturbance, intellectual disability, «other health impairment,» specific learning disability, and speech and language impairment.

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.

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.»

Beyond GPA and standardized test scores, other factors impede language - minority students» enrollment in advanced courses — the study also found that Spanish - speaking students in Washington have fewer opportunities to take advanced courses.

The exception will only apply to «minority languages and other small entry subjects», like Russian, Latin, Classical Civilisation and Mandarin, for example.

Segregated minority schools are almost always segregated by poverty as well as race, and sometimes by language as well; they typically have less experienced teachers, less educated and less powerful parents, more untreated student health problems, and many other forms of inequality (Orfield, 2009).

«Add to this reduced - ratio programs and the growing diversity of the student population in terms of minority and other - language [non-English-speaking] students, and you have major facilities implications as a result of the programs required to serve students.

Mitchell and Scarlett are ethnically diverse schools; more than 75 percent of students at the schools identify as minorities, and 30 percent speak a language other than English at home (Arndt, 2012).

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.

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.

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.

The RESCs develop and manage a wide variety of cost - effective, high quality programs including efforts to regionalize special education services, professional development, minority teacher recruitment, English language learner efforts, transportation and a myriad of other programs.

On the other hand, this program may be particularly appreciated by gifted and talented minority language students, since they often do not receive this sort of exposure to the arts in a standard instructional program.

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 14 provides that Convention rights should be «secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status».

It presages a law captured by the rhetoric of the right to freedom of expression without due regard to the value underlying the particular exercise of that right; a law in which, under the guise of the right to freedom of expression, the «right» to offend can be exercised without responsibility or restraint providing it does not cause a disruption or disturbance in the nature of public disorder; a law in which an impoverished amoral concept of «public order» is judicially ordained; a law in which the right to freedom of expression trumps — or tramples upon — other rights and values which are the vital rights and properties of a free and democratic society; a law to which any number of vulnerable individuals and minorities may be exposed to uncivil, and even odious, ethnic, sexist, homophobic, anti-Christian, anti-Semitic, and anti-Islamic taunts providing no public disorder results; a law in which good and decent people can be used as fodder to promote a cause or promote an action for which they are not responsible and over which they have no direct control; a law which demeans the dignity of the persons adversely affected by those asserting their right to freedom of expression in a disorderly or offensive manner; a law in which the mores or standards of society are set without regard to the reasonable expectations of citizens in a free and democratic society; and a law marked by a lack of empathy by the sensibilities, feelings and emotional frailties of people who can be deeply and genuinely affronted by language and behaviour that is beyond the pale in a civil and civilised society.

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.

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.

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.