Sentences with phrase «world language teachers at»

And if parents or other taxpayers knew about it, they might question why we spend money on having world language teachers at all.

Not exact matches

Yolanda Navarro (World Language) mentors the Spanish language teacher at the Brooklyn Waldorf School, a position she has held since 2015.

The course on Techniques of Listening and Pronunciation saw a lot of English language teachers all over the world, unite and share their innovative takes at English language teaching.

The Programme has generated many different projects and activities such as Youth Forums, skills development training courses, educative workshops and seminars, the World Heritage Volunteer Programme and its main tool, World Heritage in Young Hands (WHYH), an educational resource kit for school teachers, existing in 37 national language versions, and which has reached at least 1 million young students.

The Internet is full of foreign language content, but locating reading material that's interesting to the individual, at their level and buried within the English, Spanish or German speaking world - wide - web can be an overwhelming and off - putting challenge for students and teachers alike.

First, we know that in the instruction of world languages, there are not enough teachers, so using technology to give students access to teachers proficient in other areas and other disciplines will be one way we get at the question, particularly in rural communities, on how we teach these subjects to all children.

Technology is essential — particularly, as I said, when we look at the lack of teachers who are able to teach world languages.

National Council of Teachers of English: The NCTE, the world's largest subject - matter educational association, is devoted to improving the teaching of English and the language arts at all levels of education.

K12 will provide comprehensive wraparound services targeted to individual student needs and for the benefit of the school community: development of strong community within the virtual academy; access to the best and most current virtual instruction curriculum, assessment and instruction based on solid research; customizing each student's education to their own individual learning plan; academic success at the school and individual student levels resulting from teachers» instruction and constant monitoring of student growth and achievement with interventions as needed; national and local parent trainings and networking; frequent (i.e., every two to three week) teacher / parent communication through emails and scheduled meetings; establishment of unique settings for students and parents to interact; connecting students on a regular basis with students across the United States in similar virtual academies and across the world through networking and K12 national competitions (e.g., art contest and spelling bees) and International Clubs; access to the entire K12 suite of services and instructional curriculum (currently including K12, Aventa, A +, and powerspeak12) to include world languages, credit recovery courses, remedial courses, and AP courses; participation in a national advanced learners programs; a comprehensive Title I program that will provide additional services for students; school led trips, for example, visits to colleges, grade level specific trips such as student summer trips overseas, etc.; School prom; school graduation ceremonies; national college guidance through a network of K12 counselors; school community service opportunities; student developed student body council; school extracurricular activities: possibilities would include the development of a golf club, chess club, bowling club.

Attendees were an interesting mix of educators in dual language programs, world language teachers, ESOL teachers, principals planning next year's implementation of their dual language program and school officials looking at how their counties could start offering dual language programs.