Sentences with phrase «with language minority»

Responsible for assisting teachers with problems with language differences and identifies resources to deal with language minority cultures

Does the school communicate with language minority students and their families to ensure that student needs beyond language are met?

Furthermore, Section 4 (f)(4) and Section 203 (c) requires states with language minorities to provide multilingual or bilingual ballots.

Not exact matches

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).

The new order does away with explicit language about prioritizing religious minorities, as well as loosens Trump's initial limits on who's allowed to enter the United States.

As a self - proclaimed persecuted minority, the sexual revolutionaries enjoy the greatest unchecked privilege of our time, that of identity victimhood, with a monopoly on the positive language of love and freedom.

At a rally where he appeared with House Minority Leader Nancy Pelosi, Cuomo mixed his stump - speech standbys with sharper language, accusing the six NY GOP representatives of «violating their oath of office to represent the interest of the people of the State of New York.»

They want regulators, such as local authorities to simplify the language they use in their literature, in print, online and when they conduct inspections — and appreciate that ethnic minority SMEs still find language a barrier to effective communication with regulators.

The Coalition says this is important because residents living in the four census tracts closest to the Peace Bridge are largely minority, with a vibrant refugee population that speaks numerous languages including Somali, Burmese, Nepali and Arabic.

Saying that the effort will help ensure equal access to the ballot box on election day, Attorney General Eric Schneiderman has announced an Election Day hotline designed to help ensure that minority - language voters, people with disabilities and all eligible voters are able to cast «an effective ballot» during the September 10th primary election.

Assembly Minority Leader Brian Kolb was briefed this morning on the draft language for the chapter amendment's religious exemptions this morning, saying the measure described to him dealt with religious organizations like Catholic Charities.

• 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

Erie County 5th District Legislator and Minority Leader Thomas A. Loughran (D - Amherst) has submitted a resolution calling on the Erie County Water Authority to eliminate language that makes it possible for people with no public utility management credentials to serve as the agency's executive director.

First, with many millions using the language in so many places (many of them rarely interacting with native speakers) and with native speakers constituting a minority of those who use it, people are less concerned about whether they sound convincingly American or British, or write with colloquial perfection.

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.

Leiva and Alabau plan to test the system with a minority language, even though it is often hard to find native speakers to take part in experiments.

For example, imagine that Spanish is a minority language, and a native speaker wants to read the English sentence «Another label with the same name already exists».

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».

We fear that putting students with disabilities, English language learners and minority students into one «super subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

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.

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.

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.

At the same time, gaps persist among students from low - income families and their more affluent peers, for English language learners, and for many minority students when compared with their Asian and white classmates.

«Still, we have large equity gaps with our students in poverty, with our minority students, our students with disabilities and English language learners,» she said.

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).

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.

He recently served as a panel member on the National Academy of Science Report on the Overrepresentation of Minority Students in Special Education, and also served as a member of the National Literacy Panel (SRI International and Center for Applied Linguistics) looking at issues in early reading with English language learners.

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

For example, students from language - minority backgrounds often pursue finishing the task as their primary objective and believe that reading is synonymous with decoding and pronunciation of isolated words.

By 2012, though, things had changed for the better: Sanger Unified ranked third in achievement gains among California districts with high populations of minority, English language learners and disadvantaged students.

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.

So we'll continue to get information on how student sub-groups — such as minority populations, dual language learners, and students with learning disabilities — are performing, but we aren't tying those tests to harsh consequences for schools and teachers.

As a result, ethnic Cham minorities have been left to contend with maintaining their spoken language and literary traditions as they are routinely devalued in the ideological climate of «modernity» (Harms 2011).

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.

Train staff to effectively communicate with LEP parents — when and how to obtain qualified language assistance, use of interpreters when staff receive or make calls to language - minority individuals, and applicable record - keeping procedures.

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.

She is interested in expanding literacy practices for language minority students with learning disabilities.

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.

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.

Continue to hold states accountable by ensuring that they set academic performance targets for minority and low - income students, English language learners and students with disabilities;

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.

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.

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.

However, recently, dual language immersion (DLI) programs have emerged in the country as effective ways to bring together language minority and language majority speakers in school settings with the goal of bilingualism and bi-literacy for all.

We fear that putting students with disabilities, English language learners and minority students into one «super-subgroup» will mask the individual needs of these distinct student subgroups and will prevent schools from tailoring interventions appropriately.

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.

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.

Many candidates start the conversation with, «Well, the first school must be a Title I school,» or «I understand that the first school has many second language students and ethnic minorities; it must face extraordinary challenges.»