THE INVISIBLE MINORITY. REPORT OF THE NEA-TUCSON SURVEY ON THE TEACHING OF SPANISH TO THE SPANISH-SPEAKING.

Institution	National Education Association, Washington, DC.
Titel	THE INVISIBLE MINORITY. REPORT OF THE NEA-TUCSON SURVEY ON THE TEACHING OF SPANISH TO THE SPANISH-SPEAKING.
Quelle	(1966), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingualism; Cultural Background; Disadvantaged; Educational Objectives; Ethnic Groups; Geographic Regions; Language Instruction; Language Programs; Mexican Americans; Program Descriptions; Spanish; Spanish Speaking; Teacher Education + Suchen Sie Ihr Suchwort? Bilingualismus; Educational objective; Bildungsziel; Erziehungsziel; Ethnie; Hispanoamerikaner; Spanisch; Lehrerausbildung; Lehrerbildung
Abstract	REPORTED HERE ARE THE MAJOR FINDINGS OF A SURVEY TEAM THAT INVESTIGATED THE FIVE-STATE AREA OF THE SOUTHWEST FOR PROGRAMS ON TEACHING SPANISH TO THE SPANISH-SPEAKING. AFTER A DISCUSSION OF THE PROBLEMS OF THE MEXICAN-AMERICAN, CAPSULE DESCRIPTIONS ARE GIVEN OF SOME OF THE MORE PROMISING PROGRAMS. OBJECTIVES VARY, DEPENDING ON THE LITERACY (IN SPANISH) AND PRIDE OF HERITAGE (WHICH CAN BE JUST AS IMPORTANT) OF THE SPANISH-SPEAKING GROUPS INVOLVED. THE TEAM'S RECOMMENDATIONS SUGGEST THAT SELECTION AND PLACEMENT OF NATIVE SPEAKERS IN SPECIAL HIGH SCHOOL SPANISH CLASSES MUST BE MORE CAREFUL, ORAL AND WRITTEN TESTS OF SPANISH ABILITY MUST BE EVALUATED AND MODIFIED FOR LOCAL USE, AND INSTRUCTION IN THE EARLY GRADES SHOULD BE IN BOTH SPANISH AND ENGLISH. A READING LIST FOR AN ADVANCED LITERATURE COURSE FOR NATIVE SPEAKERS ON THE 11TH OR 12TH GRADE LEVEL IS SUPPLIED, AS WELL AS A BASIC SYSTEM FOR LITERARY CRITICISM IN ADVANCED COURSES. SUGGESTIONS ARE MADE ON TEACHER EDUCATION AND SELECTION, AND A LIST OF SCHOLARSHIPS IS INCLUDED. THIS DOCUMENT IS AVAILABLE FOR $1.00 FROM THE NATIONAL EDUCATION ASSOCIATION, PUBLICATION SALES SECTION, 1201 16TH STREET, N.W., WASHINGTON, D.C. 20036. (AF)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01