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Teaching can be considered a form of social influence, increasing students’ knowledge, and therefore, having an impact on students’ learning. Instructors can design their teaching practices considering all this, and they can even become mentors to facilitate social change (Butera et al., 2021).
Our Strategies. To be sure, the over 5.1 million English learners in our nation’s classrooms must be seen as assets—young people who come to school with wonderful languages and cultures to be shared and valued—and multilingualism should be viewed as the superpower that it truly is. The Department is committed to working with leaders at ...
As part of its Raise the Bar: Create Pathways for Global Engagement, the Biden-Harris Administration today launched “Being Bilingual is a Superpower,” an initiative by the U.S. Department of Education (Department) to promote multilingual education and bolster high-quality language programs and a diverse multilingual educator workforce across the country.
The list of self-study programs, below, shows the number of languages taught by each program, the name of the program, and the number of different languages used for instruction. Multiple languages of instruction may be available for some but not all courses. For example, Reise Know-Howuses six languages to teach German, but only German to ...
While the majority of the Spanish 131/132 military and civilian instructors . at USAFA had little to no experience teaching online, the two course developers— a distinguished visiting professor (DVP) (first author) who is an expert in online language pedagogy and the course director (second author)—designed and devel-
are taught by teachers who are not prepared to help them learn English (NCES, 1994). Furthermore, the percentage of Hispanic teachers is much lower than the percentage of Hispanic students. In 1993–94, 4 percent of teachers and 13 percent of students were Hispanic; in 1997–98, 3 percent of teachers and 9 percent of students were Hispanic
This volume is new to the Federal Student Handbook for 2023-24. It consolidates into a single volume everything that was previously in Volume 3, Chapter 4 (“Calculating TEACH Grants”), information on TEACH Grant disbursement requirements that was previously in Volume 3, Chapter 1, the information on TEACH Grant student eligibility requirements that was previously in Volume 1, Chapter 5 ...
One of the main challenges for educators during the pandemic has been successfully transitioning to online teaching, in some cases without adequate training. This article will address these issues and suggest effective practices for teaching Spanish online, especially in emergency remote teaching situations.