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Autor/inn/en | Wong, Shelley D.; Lo Bianco, Joseph |
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Titel | Institutional Policies and Language Minority Students: Institutional Policies and Language Minority Students in the U.S. and Institutional Responses: Empowering Minority Children. |
Quelle | In: TESOL Quarterly, 30 (1996) 3, S.583-90Infoseite zur Zeitschrift |
Sprache | englisch |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0039-8322 |
Schlagwörter | Stellungnahme; English (Second Language); Foreign Countries; Immigrants; Language Planning; Language Teachers; Limited English Speaking; Minority Groups; Second Language Instruction; Teacher Educators; Teacher Role; Australia English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Immigrant; Immigrantin; Immigranten; Sprachwechsel; Language teacher; Sprachunterricht; Ethnische Minderheit; Fremdsprachenunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerrolle; Australien |
Abstract | Presents the viewpoints of two teacher educators--one American and one Australian--on how institutional policies can address the needs of language minority students. One viewpoint stresses the need for teachers of English as a Second Language (ESL) to organize and support each other. The other emphasizes the value of constructing an interdependence between learning of ESL and minority children's knowledge. (18 references) (Author/CK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |