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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
In our IES-funded study, we plan to develop A2i Spanish measures that will be designed to (a) describe each bilingual’s unique literacy skill profile in terms of their Spanish language, comprehension, and decoding skills, and (b) monitor children’s Spanish language and reading growth within and across school years.
Encourage back-and-forth exchanges. • Tune into children’s interests and experiences and talk about them. • Take turns communicating. • Show that you are interested in what they are doing and listening to what they say. • Provide time for children to respond. 3. Invite children to talk about what they are doing.
Center for Research on Education, Diversity & Excellence • University of California • 1156 High St. • Santa Cruz, CA 95064 • 831-459-3500 • 831-459-3502 (fax) • crede@cats.ucsc.edu • www.crede.ucsc.edu. discussion during instruction, instructional conversations emphasize dialogue with teachers and classmates (Durán, Dugan ...
percent of Spanish teachers stated that their oral proficiency was basic, 25 percent stated that it was efficient, 20 percent stated that they were fluent, and 14 percent stated that they were very fluent1. It would be imperative to understand more about Spanish teachers’ levels of proficiency in order to prepare PD adequately for the group.
importance of teachers’ knowledge of pedagogical English, applied and sociolin-guistics, and English language elements, the same is true for Spanish (Bunch, 2013; Palmer & Martínez, 2013; Wong Fillmore & Snow, 2000; Zúñiga et al., 2018). Therefore it is not enough for Spanish–English bilingual teacher educators merely to teach in Spanish.
In this paper, we discuss the benefits of using online translators in the foreign language classroom. Specifically, we discuss how faulty online translator output can be used to create activities that help raise metalinguistic awareness of second language grammar and of the differences between grammatical constructions in the first and second language, which can help with the language learning ...
Z. Elbira Zipitria. Categories: Educators by nationality. Spanish people by occupation. Education in Spain. Hidden category: Commons category link is on Wikidata.
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