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In-cluded are recommendations about English instruction in both Mexican and US contexts, as well as recommenda-tions for greater collaboration between US and Mexican English teachers. Many Mexican-origin students in ESL and Language Arts classes have complex educational histories that straddle the geographic boundaries of Mexico and the US.
which Spanish-speaking bilingual student teachers are often told not to utilize their primary language in classrooms where the majority of Emergent Bilinguals speak Spanish as a second language (Austin, 2010; Fitts et al., 2008). While the litera-ture often promotes integration, individu - als who have collectively experienced bias
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 first is a "First-Time-Attendee" travel stipend for the annual conference. There are ten $500 stipends offered which are distributed to faculty members and to graduate students. Applicants must be a member of AATSP at the time of application, a teacher of Spanish and/or Portuguese K-16, and a first time attendee at an AATSP annual meeting.
For the purposes of this tool kit, the term “newcomers” refers to any foreign-born students and their families who have recently arrived in the United States. Throughout our country’s history, people from around the world have immigrated to the United States to start a new life, bringing their customs, religions, and languages with them.
Researchers have found that the languages used in instruc-tion influence early literacy and language growth rates in English and in Spanish (Collins, 2014; Durán et al., 2013). Several researchers have compared the effects of English-only instruction with instructional models that include some instruction in Spanish.
Enriched teacher preparation. The preparation of teachers for Hispanic students—including those with limited English proficiency—should promote teachers’ high attainment in core disciplines and include language studies in English and Spanish as well as pedagogy (Leighton et al., 1995).
learning events in Spanish and English in authentic communicative performances during its first year of use in a private school in a medium-size Colombian city. I did discourse analysis of interviews with participating teachers and class observations including small in-situ interviews with teachers and students.
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