Download or read book Hispanic Parents Perspective of English Language Learner Programs written by James Terry Harbin and published by . This book was released on 2007 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study examines parental perceptions concerning New Albany Elementary School in North Mississippi. The study is twofold: (a) to examine perceptions of Hispanic English language learners' parents concerning three aspects of New Albany Elementary (learning environment, including an immersion program for English language learners; home-school relations; and the social and physical environment of the school) and (b) to examine three aspects concerning school participation of English language learners' parents (the level of participation in school activities, the level of participation in home activities which support the school, and possible explanations for non-participation). Due to liberal immigration laws, linguistic diversity has increased significantly in the United States. It was estimated that in the 1980s one out of 10 students in the school system was from a non-English speaking family. This number reportedly increased to one out of seven in 1990 (McKay & Wong, 2000). The influx has forced school systems to face a language barrier in educating students and involving parents. Controversy thus exists on how to best incorporate the non-English speaking student and parent in the educational process (McKay & Wong). The survey instrument used in this study was the South Carolina Parent Survey instrument. The instrument was designed by Dr. Frank E. White, Jr. and Dr. Jo Anne Anderson of the South Carolina Department of Education. The questions used to develop this instrument were tested for reliability and validity by the statistics department of the University of South Carolina. The instrument focuses on the learning environment, school-parent relations, and the physical and social environment that the school provides vi for students. The six types of parental involvement identified by Dr. Joyce Epstein were influential in the development of this instrument. Dr. White and Dr. Anderson followed a rigorous course to devise a comprehensible instrument that would be easy to understand. The instrument was translated into Spanish and used by the South Carolina State Department of Education. Dr. White and Dr. Anderson's instrument was designed to reflect questions that will elicit information relating to parental perceptions and parental involvement patterns. Baker (1998) noted that teachers were surveyed regarding student success in the immersion program. The results indicated that the immersion program was more successful than the bilingual program. Even though the response of teachers is very positive toward the immersion method, barriers do exist. Baker stated that teachers need to have a strong command of the English language. A translator can be used to assist with the language barriers in the classroom. Wu (1995) noted the positive response of teachers concerning children in the immersion process as they advance through the grade levels.

Download or read book Reaching Out to Latino Families of English Language Learners written by David Campos and published by ASCD. This book was released on 2011 with total page 235 pages. Available in PDF, EPUB and Kindle. Book excerpt: Reaching Out to Latino Families of English Language Learners provides teachers with a wealth of tools and strategies for communicating with the parents of Latino English language learners and learning more about their communities.

Download or read book Solutions for Success written by Southwest Solutions and published by Southwest Solutions. This book was released on 2016-08-02 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: We are a nation of immigrants. In this book, you’ll discover an innovative program in Detroit that teaches Hispanic-immigrant parents English while these parents also are ensuring their children’s success at school. From cleaning up schoolyards to hosting a neighborhood celebration of literacy, these newcomers are transforming their city. Through books in The Bib to Backpack Learning Series, you’ll learn how these remarkable programs started, evolved and are growing today.

Download or read book Untold Stories Perspectives of Principals and Hispanic Parents of English Language Learners written by Geniene Piche Delahunty and published by . This book was released on 2011 with total page 250 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding the Language Development and Early Education of Hispanic Children written by Eugene E. Garcia and published by Teachers College Press. This book was released on 2012 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: Young Hispanic children are the largest and fastest growing ethnic minority population in the United States, representing diverse racial, linguistic, and cultural backgrounds. Educational skills and achievement lag significantly for this population, creating an unacceptable achievement gap at the beginning of Kindergarten that grows even further by the end of 3rd grade. What can we learn from the empirical literature, theory, programs, and policies associated with language and early learning for young Hispanics? What are the home and school factors important to differences in early cognitive development and educational well-being? In this timely collaboration, a renowned researcher and a seasoned practitioner explore these questions with a focus on specific instructional interventions that are associated with reducing the achievement gap for young Hispanic children. Chapters emphasize educational practices, including teacher competencies, instructional strategies, curricular content, parent involvement, and related policy. The text includes teacher-friendly artifacts, instructional organizers, and lesson descriptions. “The authors provide the combination of theoretical orientation, background knowledge, and practical experience that is needed to do justice to this topic.” —Nancy Commins, University of Colorado Denver “Fills a void in current research and will spark vital policy discussions.” —Patricia Gándara, Co-Director of The Civil Rights Project, UCLA

Download or read book Andamio Using Brain Based Learning to Engage Hispanic Families for ELL Academic Success written by and published by . This book was released on 2019-07-28 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This pragmatic and comprehensive book integrates my research, my parent trainings and my "boots on the ground" experience working in some of the largest and most diverse school districts in the country. Based on my doctoral dissertation, "Andamio " represents a breakthrough application of brain-based learning research for helping parents with their ELL children, specifically in Hispanic communities and in support of Title I programs.Andamio is the Spanish word for scaffold. As a noun, it is the perfect word to describe a framework, platform or structure for creating parent engagement. This book is a scaffold, written to explain the requisites imperative in how to structure, why you structure, what you structure, when you structure, and for whom you structure training to create real engagement for the Hispanic stakeholders in your community. Once your scaffold is in place, you can choreograph, organize and plan around that meaningful nexus, a community of stakeholders, who come wanting and ready to learn."For decades, educators have wrestled with issues related to the academic achievement of students. The role of parent engagement in the education of children has long been one of the challenges faced by school district administrators, support personnel, and teachers. How to engage parents in the students' learning process can seem overwhelming to Superintendents, Administrators, and the Parent Coordinators who are charged with designing and implementing the programs. The issue also includes the teachers who interact with parents on an almost daily basis."This national opportunity for parent engagement encompasses a growing population of Hispanic parents, where the child's first language is not English, adding another layer of complexity. Fortunately, we now have a book that contains a balance of thought leadership and pragmatic guidance to administrators, parent coordinators and teachers. " from the Foreword, by Dr. Ana Maria Rodriquez

Download or read book Andamio Engaging Hispanic Families for ELL Success Using Brain Based Learning written by Susan F Tierno Ed D and published by Andamio Press, LLC. This book was released on 2021-03-15 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: THIS BOOK is not a technical, academic book. It is a template for creating parent engagement through brain-based learning initiatives. It uses several approaches that hook parents into engagement, specifically, in Hispanic districts and schools. It is a scaffold filled with a choreagraphy of brain-based strategies for your Title I schools.I believe Andiamo! is significant and relevant because parents want to know how to help thier children in their educational journey. Parent trainings are essential in order for true engagement to take place. Susan's model works. I personally observed how much it helped the parents from our district that participated in this training.PAT CAMPOS, TITLE 1 PARENT AND FAMILY ENGAGEMENT COORDINATOR, LAREDO, INDEPENDENT SCHOOL DIATRICT, TX

Download or read book Effective Programs for Latino Students written by Robert E. Slavin and published by Routledge. This book was released on 2012-11-12 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino (or Hispanic) children are one of the fastest-growing groups in U.S. schools today. On average, these students perform worse than Anglo students on measures of academic achievement and other measures of academic success, and their drop-out rate is high. There are schools of excellence among those serving Latino children, but the majority of these children are placed "at risk" by schools and community institutions unable to build on the cultural, personal, and linguistic strengths these children are likely to bring with them to school. Schools serving Latino students need programs based on high-quality research, capable of being replicated and adapted to local circumstances and needs. The purpose of this book is to present the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades. Surprisingly, this has not been done before; there are many books on the situation of Latino students in U.S. schools, but none so far have reviewed research on the outcomes of programs designed to enhance the academic achievement of these students. The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference. What binds the chapters together is a shared belief that Latino students can succeed at the highest levels if they receive the quality of instruction they deserve, and a shared belief that reform of schools serving many Latino students is both possible and essential. This is a book filled with statistics, description, and reviews of research--but even more, it is filled with optimism about what schools for Latino students can be, and what these students will achieve. It is a highly relevant and useful resource for educators, policymakers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond.

Download or read book Contemporary Perspectives on Language Policy and Literacy Instruction in Early Childhood Education written by Olivia Saracho and published by IAP. This book was released on 2006-07-01 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: CONTENTS Language Policy and Literacy Instruction, Olivia N. Saracho and Bernard Spodek. Historical Perspectives in Language Policy and Literacy Reform, Olivia N. Saracho and Bernard Spodek. Second Language Issues in Early Literacy and Instruction, Elizabeth S. Pang and Michael L. Kamil. The Acquisition of Literacy: Reframing Definitions, Paradigms, Ideologies, and Practices, Mary Renck Jalongo, Beatrice S. Fennimore, and Laurie Nicholson Stamp. The Teacher of Beginning Reading, Robert C. Calfee and Linda Scott Hendrick.Effective Early Reading Programs for English Language Learners, Robert E. Slavin and Alan Cheung. Language Learners, Early Literacy and Reading Policy Reform, Paula Wolfe and Betsy J. Cahill. Children’s Literature and Children’s Literacy: Preparing Early Literacy Teachers to Understand the Aesthetic Values of Children’s Literature, Barbara Z. Kiefer. A Critical Examination of India’s National Language Policy in Primary Education, Jyotsna Pattnaik. Issues in Early Childhood Education for English Learners: Assessment, Professional Training, Preschool Interventions and Performance in Elementary School,David Yaden, Robert Rueda, Tina Tsai, and Alberto Esquinca. Bilingualism is not the Arithmetic Sum of Two Languages, Eugene E. García. Educating the Next Generation: Culture Centered Teaching for School-Aged Children, Esther Elena López and Michael William Mulnix. Language Policy in the United States: An Historical and Contemporary Perspective, Olivia N. Saracho and Bernard Spodek.

Download or read book Second Language Learning as Empowerment written by Luz M. Chung and published by . This book was released on 2006 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: How do parents in an English as a Second Language class evaluate their learning experience, and what impact does learning English --and how they learn it-- have on their teaching practices with their children at home? The Mexican immigrants whose learning and use of English was analyzed from a critical pedagogy perspective attended a CBET (Community-Based English Tutoring) program in a large urban school district in Southern California. CBET is the product of Proposition 227, a controversial initiative that virtually eliminated bilingual education but provided for free adult ESL programs. In exchange for free ESL classes, adult students must tutor young English learners in English. Consequently, parents in CBET classes receive training in pedagogical methods, family literacy, and parenting skills. This study examines how, in a program born of legislation that many viewed as anti-immigrant, Mexican immigrant parents take advantage of the knowledge and skills offered by CBET, and what, if anything, of their new knowledge and skills they apply to their children's learning development. Three research questions guide this work: (1) What do parents learn about teaching and learning and about parenting in their CBET program via classroom instruction and their training as tutors?, (2) Which teaching methods and philosophies, if any, do parents transfer to their home literacy practices, and, (3) What other teaching and learning practices beyond those related to literacy occur in the home? To answer these questions, three randomly selected Mexican immigrant mothers in a CBET class who have pre or school-aged children served as case studies. I observed 30 hours of classes and conducted interviews with the instructor, the parents, and their children, and observed learning events in each home. The mothers viewed CBET as a useful resource for learning English, but not as the primary source that guided their parenting, and teaching methods and philosophies. Findings from this study inform instructional practices for CBET teachers, adult ESL educators, and K-12 teachers, while providing insight into the teaching roles that Mexican immigrant mothers play at home, therefore challenging negative stereotypes of their parenting skills, and allowing for positive partnerships between families and schools.

Download or read book Educating Latino Students written by María Luísa González and published by Rowman & Littlefield. This book was released on 2002 with total page 402 pages. Available in PDF, EPUB and Kindle. Book excerpt: Latino/a students are in a unique position in today's society; teachers and administrators are in an influential position in educating them. Community, parents, and educators alike are poised to enable these students to gain the education they need for success. Chapters by recognized authors and successful practitioners explain theory with actual applicable examples, demonstrating where and how education is successfully working for Latino students.

Download or read book Involving Latino Families in Schools written by Concha Delgado Gaitan and published by Corwin Press. This book was released on 2004-03-12 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Anyone involved in preservice training for future and present classroom teachers should read this book. Both the content and context of the book are practical, timely, and necessary as our country and classrooms become more diverse." Michele Dean, Principal Montalvo Elementary School, Ventura, CA Raise school attendance, reduce dropout rates, and improve academic performance of Latino students! Often marginalized by poverty, linguistic isolation, or prejudice, Latino students face many academic obstacles. And while research has shown that parental involvement plays a key role in academic achievement, most schools have failed to modify their parent involvement programs to address social and cultural realities of Latino families. Involving Latino Families in Schools provides tools and strategies for including Latino parents in developing sustained academic improvement. Sharing numerous first person success stories, author Concha Delgado Gaitan stresses three conditions of increased parental participation: connecting to families, sharing information with parents, and supporting continued parental involvement. Offering easily applied techniques for cultivating communication, this practical handbook examines Latino families and their educational aspirations for their children The communication systems needed between schools and Latino families How Latino families can assist their children at home Techniques to foster Latino parent involvement How to organize schoolwide parent involvement programs Through suggested activities, case examples, and vignettes, the author provides insights and instruction for planning, designing, and implementing parental participation programs that enhance the classroom curriculum and effectively engage Latino students. Designed primarily for elementary and secondary school principals and teachers, this innovative text is also an indispensable resource for district-level administrators.

Download or read book Educating Language Minority Children written by Rosalie Porter and published by Routledge. This book was released on 2018-10-08 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: READ Perspectives, a refereed annual publication of the Institute for Research in English Acquisition and Development (READ), Washington, D.C., begins its sixth year with the theme "Educating Language Minority Children: An Agenda for the Future." Volume 6 features presentations from a Boston University conference organized by READ and the Pioneer Institute. The essays represent truly diverse viewpoints on the education of limited-English students, rare in the complex and contentious arena of bilingual education. The lead article, "Rethinking Bilingual Education," by Charles L Glenn of Boston University, inspired the conference's organization. Dr. Glenn proposes new ways of schooling limited-English-speaking children that depart dramatically from the practices of the past 30 years. He proposes sound recommendations for revising Massachusetts bilingual education law, ideas that could well be applied in other states. Also included are Christine Rossell's "Mystery on the Bilingual Express," a critique of the controversial study by Thomas and Collier; Rosalie Pedalino Porter's follow-up review of El Paso, Texas's programs for English learners; Mark Lopez's "Labor Market Effects of Bilingual Education"; "Bethlehem, Pennsylvania's English Acquisition Program," by Thomas J. Dolusio; Maria Estela Brisk's discussion on the need to restructure schools to incorporate the large non-English student population; several articles regarding educational reform in Massachusetts, including two by school superintendents Eugene Creedon and Douglas Sears, and one by Harold Lane, Chairman of the Joint Education Committee in the Massachusetts Legislature; and, finally, Kevin Clark's "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch." Kevin Clark's California study "From Primary Language Instruction to English Immersion: How Five California Districts Made the Switch," describes how radical changes are being carried out in a few representative school districts since passage of California Proposition 227, the "English for the Children" initiative. Educating Language Minority Children is a valuable selection of the most current thinking on policies, programs, and practices affecting limited-English students in U.S. public schools. It provides a wealth of practical information useful to educators, parents, legislators, and policy analysts, and is an essential addition to libraries nationwide.

Download or read book Dual Language Education Teaching and Leading in Two Languages written by David E. DeMatthews and published by Springer. This book was released on 2019-05-13 with total page 231 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a comprehensive and interdisciplinary examination of dual language education for Latina/o English language learners (ELLs) in the United States, with a particular focus on the state of Texas and the U.S.-Mexico border. The book is broken into three parts. Part I examines how Latina/o ELLs have been historically underserved in public schools and how this has contributed to numerous educational inequities. Part II examines bilingualism, biliteracy, and dual language education as an effective model for addressing the inequities identified in Part I. Part III examines research on dual language education in a large urban school district, a high-performing elementary school that serves a high proportion of ELLs along the Texas-Mexico border, and best practices for principals and teachers. This volume explores the potential and realities of dual language education from a historical and social justice lens. Most importantly, the book shows how successful programs and schools need to address and align many related aspects in order to best serve emergent bilingual Latino/as: from preparing teachers and administrators, to understanding assessment and the impacts of financial inequities on bilingual learners. Peter Sayer, The Ohio State University, USA

Download or read book An Asset Based Approach to Latino Education in the United States written by Eugene E. Garcia and published by Routledge. This book was released on 2017-12-15 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Challenging perspectives that often characterize Latinos as ‘at-risk,’ this book takes an ‘asset’ approach, highlighting the favorable linguistic, cognitive, education, and cultural assets Latino children bring to educational settings. An Asset-Based Approach to Latino Education in the United States addresses the increasingly important challenge and opportunity of educating the linguistic and cultural diversity of the growing population of Latino students. The book confronts the educational debate regarding effective instructional practices for Latinos, bilingual education, immigration, and assimilation.

Download or read book Theory Technology and Public Policy on Bilingual Education written by Raymond V. Padilla and published by . This book was released on 1983 with total page 448 pages. Available in PDF, EPUB and Kindle. Book excerpt: A collection of papers on bilingual education covers these topics: (1) second-language acquisition theories relevant to bilingual education; (2) the age factor in native language maintenance and in the development of English proficiency of overseas Japanese children; (3) applying the Cummins language proficiency model to students who acquire language bimodally; (4) acquisition of Spanish sounds in two-year-old Chicanos; (5) bilingual education's role in Puerto Rican students' cultural adjustment; (6) qualitative analysis of teacher disapproval behavior; (7) assessing a community's ethnolinguistic complexity; (8) a bilingual education program effective with both Spanish and Asian language students; (9) Spanish mathematics instruction in some Texas schools; (10) oral history in bilingual social studies; and (11) a ten-year-old language learner's journal. Other topics include (1) improving vocational education for bilingual students; (2) the microcounseling approach for limited-English-proficient adults; (3) linguistic interferences among Korean students learning English; (4) scoring a Spanish informal reading inventory for bilingual students; (5) classroom observation for Spanish-speaking parents; (6) bilingual education on television; (7) the impact of state evaluation systems on limited-English-speakers; (8) issues in bilingual education policy formation; (9) language rights versus racial nondiscrimination; (10) bilingual education in higher education; (11) bilingual bicultural education; and (12) Hispanic women in higher education. (MSE)

Download or read book Teaching English Language Learners in Elementary School Communities written by Christian Faltis and published by Prentice Hall. This book was released on 2006 with total page 276 pages. Available in PDF, EPUB and Kindle. Book excerpt: Designed for student teachers, general education teachers, and teachers of dual-language classes, this new edition of Teaching English Language Learners in Elementary School Communities is now aligned with the standards developed by TESOL. This book also addresses teachers' expectations of English Language Learners, solutions for the dual-language classroom, how to encourage active participation and social integration, mixed-language whole-class teaching, small groupwork, involving families and communities in school activities, and assessment-an invaluable resource for teaching English Language Learners. FEATURES OF THE FOURTH EDITION INCLUDE: A sociocultural framework that centers around social learning, rather than a psychological framework that centers around individual learning. Applicability to dual-language education in addition to student teaching and regular education. New! View of being a good language learner in the context of a social classroom. New! Chapter on assessment practices, highlighting the multiple roles of oral and written language assessment.