language education of minority children
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language education of minority children selected readings. by Bernard Spolsky

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Published by Newbury House Publishers in [Rowley, Mass .
Written in English

Subjects:

Places:

  • United States.

Subjects:

  • Education, Bilingual -- United States,
  • Minorities -- Education -- United States

Book details:

Edition Notes

Includes bibliographical references.

StatementBernard Spolsky, editor.
Classifications
LC ClassificationsLC3731 .S67
The Physical Object
Paginationvii, 200 p.
Number of Pages200
ID Numbers
Open LibraryOL5295714M
ISBN 100912066652
LC Control Number72075496

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  Based on Improving Schooling for Language-Minority Children, a comprehensive study published in , this book summarizes for teachers and education policymakers what has been learned over the past three decades about educating such students. It discusses a broad range of educational issues: how students learn a second language; how reading. Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies. Additional Physical Format: Online version: Spolsky, Bernard. Language education of minority children. [Rowley, Mass., Newbury House Publishers, ]. Improving schooling for language-minority children: a research agenda/Diane August and Kenji Hakuta, editors; Committee on Developing a Research Agenda on the Education of Limited-English-Proficient and Bilingual Students, Board on Children, Youth, and Families, Commission on Behavioral and Social Sciences and Education, National Research.

Promote expansion of access to high-quality bilingual education that provides linguistically competent education to children. Educate the public and policymakers about the consequences of increasing ethnic and racial segregation to the educational experiences of ethnic and racial minority children. Issues in language-minority education must be addressed in the work of offices and agencies beyond OBEMLA, as well as that of states and foundations. Moreover, if we cannot agree on what good research is and what the priorities are, and if the major funders cannot coordinate their efforts, pressing problems will remain inadequately addressed. This chapter argues that bilingual education programs that educate students separately have become a problem for school systems and for thousands of language-minority children, and that integrated bilingual education is the solution. Millions of children have passed through separate bilingual programs in the United States over the last thirty. The assumptions that undergird this debate miss an important reality: educational outcomes for minority children are much more a function of their unequal access to key educational resources.

  Improving Schooling for Language-Minority Children: A Research Agenda [National Research Council and Institute of Medicine, Division of Behavioral and Social Sciences and Education, Commission on Behavioral and Social Sciences and Education, Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students, Hakuta, Kenji, August, .   Black children were three times as likely to live in poor families as white children in 12 percent of white and Asian children lived in poor families, compared with 36 percent of black. If you’re searching for children’s books about diversity for toddlers, this is a must-have. Author Todd Parr always fills his books with whimsical characters, and It’s Okay to Be Different is no exception. Featuring lots of characters with different traits, including braces, glasses, funny noses and wheelchairs, this book celebrates the things that make everyone unique. While the mastery of colonial languages may provide better economic opportunities, the UN Convention on the Rights of the Child also states that minority children have the right to “use [their] own [languages]”. The suppression of indigenous languages within the education system appears to contravene this treaty.