English as a Second Language in Northern New England: The State of the Art, 1984.

Autor/in	Flemming, Donald N.
Titel	English as a Second Language in Northern New England: The State of the Art, 1984.
Quelle	(1984), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Education; Agency Role; Certification; Educational Demand; Educational Supply; Elementary Secondary Education; English (Second Language); Higher Education; Organizations (Groups); Public Agencies; Second Language Instruction; State Boards of Education; Teacher Education; Maine; New Hampshire; Vermont + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Abschlusszeugnis; Zertifizierung; Bildungsanforderung; Bildungsnachfrage; Bildungsangebot; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Öffentliche Einrichtung; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung
Abstract	This state of the art report on instruction in English as a second language (ESL) in the states of Maine, New Hampshire, and Vermont in 1984 covers all educational levels but does not address funding or related political issues. The study was conducted by direct contacts with 150 individuals in the field. An introductory section discusses the study's goals, methodology, and scope, and subsequent chapters outline current activities in and in support of ESL instruction in the public schools, adult education, and higher education, the role of state and private agencies, ESL teacher training efforts both in higher education and through state and other agencies, certification in ESL, and support networking and consultation. Within each chapter, ESL efforts are presented separately for each of the three states. Appendices contain data on enrollment and staff levels at each ESL instruction site in the public schools and in adult education, lists of contact persons, and a brief list of resources. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC