Download Free Towards A Programme Of In Service Teacher Training For Minority Languages Book in PDF and EPUB Free Download. You can read online Towards A Programme Of In Service Teacher Training For Minority Languages and write the review.

Published by Routledge for the American Association of Colleges for Teacher Education This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasizes that these children have both common educational needs and needs that are culturally and linguistically specific. It is directed to the preparation of ALL teachers who work with culturally and linguistically diverse students. It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant. The American Association of Colleges for Teacher Education (AACTE) is a national, voluntary association of higher education institutions and related organizations. Our mission is to promote the learning of all PK-12 students through high-quality, evidence-based preparation and continuing education for all school personnel. For more information on our publications, visit our website at: www.aacte.org.
This publication focuses on how bilingual education and English as a Second Language (ESL) teacher training programs can be enhanced in the areas of coordination, institutionalization, and evaluation and serves as a resource for institutions which train personnel to work with children who have limited English proficiency. The colloquium was designed to allow intensive small group interaction and whole group sharing; it sought to: (1) reflect the uniqueness of groups drawn together by the conference format; (2) present state-of-the-art practices in Educational Personnel Training Programs (EPTPs); and (3) suggest promising practices to future program directors and policymakers. The document is organized into three sections. The first section addresses coordination relevant to successful EPTP implementation with postsecondary institutions, state education agencies, local education agencies, and other Title VII and non-Title VII resources. Section two treats issues of institutionalization and discusses staff and faculty resources; inter- and intra-departmental coordination; recognition of student characteristics; student recruitment; budget planning; and cost assumption. The final section considers EPTP evaluation concerns wherein the group participants sought to develop a comprehensive framework for program assessment procedures. The agenda, participant data, and other conference information are appended. (LL)
A monograph for school district personnel and education agencies presents a comprehensive plan to address the legal and administrative complexities of implementation of services for language minority students, particularly in bilingual education programs. The first section sketches federal involvement in bilingual education and related programs and outlines some of the responses from local education agencies. The second section discusses issues faced by providers of technical assistance in overcoming resistance to change. It looks at introducing bilingual education into a district, voluntary and mandated change, technical assistance centers, and the role of the technical assistance provider. Section three outlines and examines substantive options for school districts in program design, teacher training, and evaluation. Program design issues include district-wide bilingual education policy, program fragmentation, language arts instruction programs, entry and exit criteria, and content area instruction. Teacher and training issues include finding appropriate bilingual and English-as-a-second-language staff, bilingual materials, and inservice training program design. Evaluation issues include the potential advantages and problems evaluation poses, types of evaluation, creating effective evaluation, and data analysis and interpretation. (MSE)
This report is the culmination of a process that began in 1994, at a planning meeting to determine whether there was a sufficient knowledge base to inform the development of a research agenda on the education of language minority children. A committee was established to review what is known about the linguistic, cognitive, and social processes involved in the education of English language learners. Published information was reviewed in the areas of language, literacy, learning, and social processes, assessment and evaluation, studies of effective instruction and teacher education, and national education statistics. Infrastructure issues were addressed through a primary data collection effort. The report shows that considerable knowledge is available about educating English language learners and bilingual students. Findings about the state of knowledge and research needs are summarized in the following chapters: (1) "Overview"; (2) "Bilingualism and Second-Language Learning"; (3) "Cognitive Aspects of School Learning: Literacy Development and Content Learning"; (4) "The Social Context of School Learning"; (5) "Student Assessment"; (6) "Program Evaluation"; (7) "Studies of School and Classroom Effectiveness"; (8) "Preparation and Development of Teachers Serving English-Language Learners"; (9) "Estimating Population Parameters"; (10) "Issues Related to the Research Infrastructure"; and (11) "Priorities for Research." Four appendixes discuss the research infrastructure, interviews conducted, funded research activities, and committee sources. Each chapter contains references. (Contains two tables). (SLD)
Across Europe there is increasing concern that children from migrant families frequently under-perform in state school systems. The situation makes high demands on nursery and primary teachers whose initial and continuing professional development requires appropriate re-evaluation. The Socrates-Comenius project TESSLA with experts in Estonia, France, Germany, Sweden, Turkey and the UK presents courses that comprise the relevant subject areas: bilingual language acquisition, intercultural and language awareness, language assessment, literacy development and parental involvement. Teacher educators are also provided with a discussion of appropriate methodologies, including problem-based and online learning.