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When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn to read by reading--that is, by making sense of what is on the page (Smith, 1994)--it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general.
The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency. Of course, we also want to teach in English directly, via high quality English-as-a-Second Language (ESL) classes, and through sheltered subject matter teaching, where intermediate-level English language acquirers learn subject matter taught in English"
The development of Bilingual Education adeptability is important for kids at the early age. KidsLearnOnline.com is geared towards parents who wish for the kids to improve their bilingual education knowledge, increase their vocabulary in their primary language and at the same time transfer that literacy development to a second language.
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Special education teachers work in a variety of settings. Some have their own classrooms and teach only special education students; others work as special education resource teachers and offer individualized help to students in general education classrooms; still others teach together with general education teachers in classes composed of both general and special education students. Some teachers work with special education students for several hours a day in a resource... Conclusions. Structural and caregiver characteristics have been found to be associated with children’s academic, cognitive, behavioral, and social development.
Smaller group sizes, lower child-caregiver ratios, and more caregiver training and education appear to have positive effects on these important developmental outcomes. Future work might address threshold levels for these child care characteristics, or the point at which further improveme... Use of Both Languages and Cultural Diversity
On the campuses where effective bilingual programs operate, there is campus-wide respect for the cultural differences of students. Teachers - bilingual, English as a second language (ESL) and mainstream - use cross-cultural interactions (where students and teachers learn from each other and about each other in deep and meaningful ways) and publicly display value for students' native languages.
The specific instruction of LEP students is characterized by a structured use of the two languages. The amount of language use is based firmly on the assessment of language proficiency in English and the native language. Students learn lang... Shortage of Qualified Teachers
As noted previously, there is not a proportionate representation of minority and bilingual education teachers when compared to those student populations in U.S. schools. One factor that contributes to this is the number of college degrees conferred upon minorities.
The U.S. Census Bureau estimates that the population count in 1994 was 260,372,000. Minorities comprised 26.1 percent of the population (1997). Of a total 1,165,973 bachelor's degrees awarded in 199... “No Child Left Behind Transforms Bilingual Education Programs, Empowers Hispanic Parents to Ensure LEP Children Learn English
Dear Republican Colleague:
As the attached article from the Associated Press suggests, many Hispanic American parents across the United States are dissatisfied with bilingual education programs that slow their children’s progress in learning English. As parent Lupe Martinez puts it: “I’m not opposed to my children being bilingual but they should know English f... |
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