Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers.

Autor/in	Calderon, Margarita
Titel	Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers.
Quelle	(1996), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education; Collegiality; Cooperative Learning; Educational Benefits; Educational Cooperation; Elementary Secondary Education; Higher Education; Inservice Teacher Education; Institutional Cooperation; International Cooperation; International Educational Exchange; International Programs; Interprofessional Relationship; Mexican American Education; Staff Development; Mexico; United States + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Kollegialität; Kooperatives Lernen; Bildungsertrag; Education; cooperation; Kooperation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lehrerfortbildung; Institute; Co-operation; Cooperation; Institut; Internationale Kooperation; Internationale Zusammenarbeit; Internationaler Austausch; Personnel development; Personalentwicklung; Mexiko; USA
Abstract	As NAFTA opens the border between the United States and Mexico, the need for binational cooperation in education becomes ever more imperative. This chapter provides a rationale for binational education--the benefits of binational education both for language-minority students and for the majority culture--and describes a variety of cooperative bicultural programs for students and teachers. These programs include: (1) the Leadership Enhancement Academy for Binational Education in neighboring El Paso (Texas) and Ciudad Juarez (Mexico), which brings together educators, community leaders, and parents to cultivate relationships and develop an integrated systemic approach to binational education in the cities' schools; (2) two-way bilingual classrooms in which English- and Spanish-speaking students are grouped in heterogeneous cooperative learning teams; (3) teachers' learning communities that provide collegial support for implementing a complex cooperative learning model; and (4) binational staff development activities involving U.S. and Mexican teachers from neighboring cities along the border. Particular emphasis is placed on an effective binational staff development process that helps teachers transfer appropriate knowledge and behaviors into the bilingual cooperative classroom, and provides ongoing support for personal development, interpersonal relationships, and program implementation. Contains 50 references. (Author/SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC