Comprehensive Bilingual Vocational Education for Refugee Youth. Improving Vocational Education through Community-Based Organizations. Final Report.

Autor/in	Bateman, Mary J.
Institution	Catholic Charities of Richmond, Inc., VA.
Titel	Comprehensive Bilingual Vocational Education for Refugee Youth. Improving Vocational Education through Community-Based Organizations. Final Report.
Quelle	(1989), (32 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adult Basic Education; Bilingual Education; Daily Living Skills; English (Second Language); High Risk Students; High Schools; Limited English Speaking; Program Effectiveness; Program Implementation; Pupil Personnel Services; Refugees; Second Language Instruction; Vocational Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Bilingual teaching; Bilingualer Unterricht; Alltagsfertigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; High school; Oberschule; Flüchtling; Fremdsprachenunterricht; Ausbildung; Berufsbildung
Abstract	A cooperative program was conducted by the Connections Program of Catholic Charities of Richmond, Virginia, the Chesterfield and Henrico County Schools and the Richmond City Schools to provide bilingual education for high-school-age refugees. In Chesterfield and Henrico Counties, Connections provided the project director, bilingual assistance, instruction in job readiness and independent living skills, and supportive services to the schools. The school systems provided instructors, facilities, and materials for all vocational and English-as-a-Second-Language (ESL) courses. Richmond City Schools received bilingual assistance in vocational classes. The full program consisted of the following components: outreach, referral, assessment, admission, ESL (regular, vocational, and content), independent living skills, job readiness skills, and bilingual vocational training. During the program, which ran through the school year 1988-89, 52 students were served, and only three students dropped out. All project objectives were achieved, resulting in a significantly higher success rate for these students than for the general limited-English-proficient (LEP) population. Many of these at-risk students chose to remain in school to receive their diploma. Feedback from students, teachers, school administrators, and supervisory personnel was all positive; all concerned requested that the program be continued for the 1989-90 school year. (Appendices contain guidelines for conducting vocational assessments of LEP students, vocational ESL teaching strategies, members of participants in the bilingual program, and a paper titled "Limited English Proficient Students: A New Vocational Clientele" by Mary Beth Ryan.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01