Proceedings from Seminar on Teacher Development and Linguistic Diversity.

Autor/in	Griffin, Gary A.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.; Southwest Regional Lab., Los Alamitos, CA.
Titel	Proceedings from Seminar on Teacher Development and Linguistic Diversity.
Quelle	(1994), (74 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Academic Achievement; Cultural Context; Cultural Differences; Educational Improvement; Educational Practices; Educational Research; Elementary Secondary Education; English (Second Language); Faculty Development; Limited English Speaking; Multicultural Education; Second Language Learning; Social Structure; Student Needs; Teacher Education; Teacher Effectiveness; Teacher Role + Suchen Sie Ihr Suchwort? Schulleistung; Kultureller Unterschied; Teaching improvement; Unterrichtsentwicklung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Multikulturelle Erziehung; Zweitsprachenerwerb; Sozialstruktur; Lehrerausbildung; Lehrerbildung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrerrolle
Abstract	This occasional paper reflects on issues raised during a seminar called "Teachers for the 1990s and Beyond," and deals with teaching and learning in schools where multiple languages are spoken by students. Central to the seminar was the recognition of the growing numbers of language minority English learners (LMELs) in schools where English is the sole language of instruction. The paper underscores the importance of recreating schooling in ways that will benefit these students intellectually, socially, and personally and takes the position that professional educators must be mindful of students' home cultures as a prerequisite to making meaningful changes in schools and classrooms. The paper urges a transformation of teaching toward the ends of English language competence as well as subject matter competence, linking the two through reconsideration of appropriate pedagogy; encourages reconceptualization of teacher education as an important foundation for altering teaching and schooling; and suggests a serious rethinking of the features of schooling as a vital component in increasing the influence of teaching upon LMEL learning. The paper concludes with a comprehensive research and development agenda. Eight papers delivered at the seminar served as a basis for this discussion. A list of authors and titles is appended. Contains 39 references. (Author/LL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC