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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
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Teachers of Spanish and Portuguese (2000) has published a handbook for K-16 teachers that includes a list of 29 secondary- and college-level SNS textbooks. The National Foreign Language Center, in collaboration with the Center for Applied Linguistics (CAL), has developed an extensive bibliography of textbooks and materials
The purpose of this qualitative inquiry was to understand how four in-service Spanish teachers interpreted their participation in a summer study abroad program and how the experience contributed to their ongoing professional development and language proficiency. Using a multiple case design (Simons, 2009; Stake, 2005; Yin, 2009), the
Spanish-speaking immigrants and Americans of Hispanic descent whose families came from Central America, Cuba, Mexico, Puerto Rico, and South America. The inclusion of Spanish-speaking students in foreign language classes places additional demands on teachers, who may be prepared to teach only speakers of English. As a result, a
The Heritage Spanish web-based community (https://heritagespanish.coerll.utexas. edu), hosted by the Center for Open Educational Resources and Language Learning (COERLL), was created as a space for Spanish teachers to collaborate, share, and communicate about the teaching and learning of Spanish as a heritage language (https://www.coerll ...
Provide an overview of the activity. Participants will use what they learned from their reading of Chapter 3 about high-quality instruction for newcomer ELs to sort the cards into two categories: (1) presence of a feature of high-quality instruction with newcomers or (2) presence of a misconception about the education of newcomers.
of duties in the curricular design and development. The elaboration of the curriculum is the experts' job, who designs, with a high level ofspecification, the aims to achieve in. teaching. Textbooks and teachers' guides were the main instruments to make the. teacher's work easier. Spanish teachers developed a tendency to "receive instructions"