Immigrant and Refugee Tutoring Programs: A D.C. Schools Project Handbook. "Tutoring and Befriending."

Autor/inn/en	Welker, Jennifer; Moscow, Karen
Institution	Georgetown Univ., Washington, DC. Center for Immigration Policy and Refugee Assistance.
Titel	Immigrant and Refugee Tutoring Programs: A D.C. Schools Project Handbook. "Tutoring and Befriending."
Quelle	(1989), (200 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adjustment (to Environment); College School Cooperation; College Students; Cooperative Programs; Elementary Secondary Education; English (Second Language); Immigrants; Multilingual Materials; Program Guides; Refugees; Student Volunteers; Tutoring; District of Columbia + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Multilingualism; Materials; Mehrsprachiges Wörterbuch; Flüchtling; Förderkonzept; Nachhilfeunterricht
Abstract	This guide is intended to assist colleges and universities to initiate tutoring programs for the immigrant and refugee student communities in their cities. Guidelines are presented for planning, executing, and maintaining a program to enable these students to learn English and survival skills, using college student volunteers. The following issues are discussed: (1) immigrants and refugees; (2) immigration law; (3) immigrant children in the U.S. public schools; (4) English as a Second Language (ESL) and bilingual education; (5) university students; and (6) the D.C. Schools Project at Georgetown University for acclimating immigrants to life in the District of Columbia. Suggestions are given for working with the school system, the university, and the community. Methods are suggested for recruiting volunteers and students and training volunteers in cultural sensitivity and ESL tutoring. The following programming topics are outlined: (1) attendance; (2) campuswide education; (3) evaluation; (4) extracurricular events; (5) insurance; (6) matching; (7) nontraditional volunteers; (8) the office; (9) program literature; (10) record keeping and documentation; (11) safety; (12) staffing; (13) summer operations; (14) transportation; (15) tutoring materials; and (16) volunteer retention and recognition. The following programming logistics are described: (1) an on-campus Saturday program; (2) an in-home evening program; (3) an in-school program; (4) an after-school program; (5) peer tutoring; and (6) a semester calendar. Fundraising and publicity are also discussed. The following material is appended: (1) a list of resources; (2) a form letter to parents, in English and Spanish; (3) examples of instructional materials; (4) process and volunteer evaluation forms; (5) a volunteer registration form, a student information form, and a sample budget for an English tutoring program; (6) the project coordinator's job description; (7) a summary of the 1988/89 D.C. Schools Project; and (8) a student interest inventory. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC