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2. Helping Hispanic Students Reach High Academic Standards

   www2.ed.gov/offices/OUS/PES/Hispanic/Help...

   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

3. Resources for Teachers - Office of Elementary and Secondary ...

   oese.ed.gov/.../resources-for-teachers

   This webinar helps teachers rethink their lesson plans for an online platform, including resources like teacher-created YouTube channels and explainer videos, tools for sharing resources with your peers, and ways of working with your district to ensure students have access. Digital Divide: Connectivity, Infrastructure and Devices (March 24 ...

4. Importance of Measuring Spanish Literacy Skills | White ... - ed

   sites.ed.gov/hispanic-initiative/2021/10/...

   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.

5. A r c h i v e d I n f o r m a t i o n - U.S. Department of ...

   www2.ed.gov/offices/OUS/PES/Hispanic/chapter2.html

   Teachers use the tests as benchmarks to measure students’ progress throughout the year on skills needed to pass the SAT-9. Teachers had input on the skills to be tested and received training on using TUDOR to create tests. At the district level, Calexico's dropout rate (2.7 percent) is significantly below the California average (3.3 percent).

6. ERIC - EJ1132157 - Using Online Translators in the Second ...

   eric.ed.gov/?id=EJ1132157

   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 ...

7. Talk, Read and Sing Together Every Day! - U.S. Department of ...

   www2.ed.gov/documents/early-learning/talk-read...

   society. Early childhood teachers can share the benefits of bilingualism with families and their communities, find ways to support children’s home languages, and encourage families to keep their language strong. Developing the child’s home language provides the foundation for reading and writing, preparing children to be biliterate. Researchers

8. Educating Hispanic Students: Effective Instructional Practices

   files.eric.ed.gov/fulltext/ED499031.pdf

   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 ...

9. Using Online Translators in the Second Language Classroom ...

   files.eric.ed.gov/fulltext/EJ1132157.pdf

   for Spanish, they may also be used as a model for other languages. Importantly, these activities may prove helpful for Spanish teachers because these structures are covered in many university-level advanced Spanish grammar courses. These types of activities could also ultimately help students who will be seeking trans-lation-oriented jobs.