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S. Department of Education presented a five-year grant to University Research Co's - URC Center for Human Services to work in collaboration with McDaniel College. The project is intended to act as a source to McDaniel to expand and execute a high quality bilingual education/ESL teacher-training program. By this project, CHS/McDaniel will offer various professional development openings to public school teachers and administrators, including workshops, graduate courses in bilingual education, field experiences, and a rigorous summer training institute. (Bilingual Education: Training for All Teachers)
The language immersion programs that are now provided in the United States came from Canada. They wanted their English-speaking population to learn French. Canadians realized English-speaking students were not getting adequate French to get minimum grades in school and to get jobs in French speaking areas of Canada. In 1975, Canada's first French immersion program began and by 1980 this program was launched in the United States. Canadian programs are now confronting troubles with higher number of children with circumstances other than English, which means they must expand more specialty programs. Since their expansion thirty years ago, language immersion programs have attained a reputation in Canada, but in the United States they have grown swiftly in the past 25 years. This expansion is mainly due to the melting pot effect in the United States. People from many different environments are shifting to the U.S. And urgently want to learn English. (Cargas; Ryan, 2002)
In California, the Proposition 227 abolished the bilingual education. But studies have shown that bilingual education programs are helpful. The only means of actually finding the result of bilingual education on English language development is to observe the results of controlled scientific studies. In these studies, groups are evaluated that vary only with respect to the application of the first language. This research constantly shows that children in correctly structured bilingual education programs get English at least as well and usually better than students in all-English programs. Also, the number of students who leave is fewer in bilingual programs. (Krashen, 2000)
Bilingual education is very helpful for English language development. But this truth is not clearly appreciated. The following are the allegories with...
English language growth is not the only aim of bilingual education. A second commendable aim is the progressing development of the first language. Research authorizes that enduring progress of the first language has a constructive effect on cognitive development, has useful benefits, and encourages a strong logic of biculturalism. But most people think that the bilingual education argument is between sensible people who want their children to learn English and illogical extremists who want to stop their children from learning English. This misinterpretation must be rectified at once, if the anti-bilingual education movement is to be blocked. The message must be given clearly that bilingual instructors are mainly worried about English language development and that correctly planned bilingual education programs are very useful for English language development. (Krashen, 2000/2001)
References
Bilingual Education: Training for All Teachers" Retrieved at http://www.urc-chs.com/services/education/bilingualeducation.html. Accessed on 20 March 2005
Canales, JoAnn; Ruiz-Escalante; Jose Agustin. "A Pedagogical Framework for Bilingual Education Teacher Preparation Programs" Proceedings of the Third National Research Symposium on Limited English Proficient Student Issues: Focus on Middle and High School Issues. Retrieved at http://www.ncela.gwu.edu/pubs/symposia/third/canales.htm. Accessed on 20 March 2005
Cargas, Rachel; Ryan, Tricia. (May 7, 2002) "Bilingual Education" Rachel Cargas's Online Research Portfolio. Retrieved at http://tiger.towson.edu/users/rcarga1/researchpaper.htm#BilingualeducationoriginatinginCanadaAccessed on 20 March 2005
Krashen, Stephen. (August 22, 2000) "Bilingual Education Wasn't a Cure" New York Times. Retrieved at http://ourworld.compuserve.com/homepages/JWCRAWFORD/klet4.htm. Accessed on 20 March 2005
Krashen, Stephen. (Winter, 2000/2001) "Bilingual Education Works" Re-thinking Schools Online. Vol: 15; No: 2. Retrieved at http://www.rethinkingschools.org/archive/15_02/Bi152.shtml. Accessed on 20 March 2005
The Teacher's Workshop" Professional Development Resources for Teachers. Retrieved at http://www.teachersworkshop.com/. Accessed on 20 March 2005
Scaffolding serves as immediate need of creating lesson plan customization and support for specific student needs. Over time, I observed this student gain greater mastery of the subject and find purpose in studying American history. We set the goal of having him go to the whiteboard and lead discussions of World War I at least three times during the semester. We practiced and walked through concepts. As I learned
" The study also found that the promotion of personal teaching efficacy was most evident in schools when other teachers and administrators set goals that were high but achievable, the school climate was organized and serious, and when academic excellence was highly regarded (Hoy & Wolfolk,1993). In addition, teacher efficacy had a great deal to do with the perception that principals could influence their superiors. That is the influence of administrators
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
Opening up to students is very important for teachers. While it is obviously not appropriate for a teacher to confide intimate personal details to the class, or gossip about others to try to be more accepted, there are ways that a teacher can seem more 'real' to the students. For example, crying over something very sad or letting the students know when the teacher is getting angry with their
In turn, teachers and their leaders should take steps to increase the responsibility for managing their schools and assessing the performance of their peers. (1990) The work of Charles Kowalski entitled: "Caring for Teachers in Uncaring Schools" (2002) states that stress in teachers "can be more insidious than in other professions by its "fuzzy" nature: it arises from a vague system of rules and returns; it is often self-inflicted; and
Research studies and the insights of accomplished teachers who have helped turn around struggling schools confirm that any effort to recruit and retain accomplished teachers for hard-to-staff schools must be part of a comprehensive plan -- not a separate or stand-alone strategy. Berry 290) The foundational point that Berry makes in this article, stresses that the need for recruitment and retention principles that stress a better overall working environment is key