Staff Training for Alexandria Head Start in ESL Methodology.

Autor/in	Smallwood, Betty Ansin
Institution	Center for Applied Linguistics, Washington, DC.
Titel	Staff Training for Alexandria Head Start in ESL Methodology.
Quelle	(1998), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Cross Cultural Training; Cultural Pluralism; Diversity (Student); Educational Needs; English (Second Language); Family Influence; Inservice Teacher Education; Intercultural Communication; Language Minorities; Methods Courses; Multicultural Education; Parent Participation; Preschool Education; Program Evaluation; Second Language Instruction; Teaching Methods; Virginia + Suchen Sie Ihr Suchwort? Klassenführung; Interkulturelle Orientierung; Kulturpluralismus; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Lehrerfortbildung; Interkulturelle Kommunikation; Sprachminderheit; Methodisch-didaktische Anleitung; Multikulturelle Erziehung; Elternmitwirkung; Pre-school education; Vorschulerziehung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The project described here evaluated the extent to which the Alexandria (Virginia) Head Start program addresses the needs of preschool English-as-a-Second-Language (ESL) and provided teachers with training to enhance their students' language development. While over 40 percent of the children spoke a language other than English as their first language, none of the teachers had any formal training in ESL methodology or second language development. The training involved classroom observation, informal classroom participation of the trainer, consultation with individual staff, demonstration teaching, and classroom videotaping. Site-based training took place during the children's nap periods, and full staff inservice programs were provided. Observation and training focused on four areas: orientation to the sites and classrooms; ESL methodology, instructional practices, and second language development; additional effective classroom strategies, with extension to the home-school connection and working with families; and appreciating cultural diversity, building cross-cultural communication, and including multicultural materials in the classroom. Project activities and their results are summarized, and recommendations are made for further action. Contains 5 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC