Haitian Retention: A 310 Teacher Training Project, 1986-1987.

Autor/inn/en	Flanagan, Brian; Lucas, Nell
Institution	Florida State Dept. of Education, Tallahassee. Div. of Adult and Community Education.; Palm Beach County Public Schools, FL.
Titel	Haitian Retention: A 310 Teacher Training Project, 1986-1987.
Quelle	(1988), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; kreolisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Acculturation; Adjustment (to Environment); Adult Education; Attendance; Basic Skills; Bilingual Education Programs; Bilingual Instructional Materials; Cultural Context; Curriculum Development; Dropout Prevention; Dropouts; Educational Environment; English (Second Language); Haitian Creole; Haitians; High Risk Students; Immigrants; Inservice Teacher Education; Program Descriptions; Refugees; Florida + Suchen Sie Ihr Suchwort? Akkulturation; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Anwesenheit; Basic skill; Grundfertigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; English as second language; English; Second Language; Englisch als Zweitsprache; Problemschüler; Immigrant; Immigrantin; Immigranten; Lehrerfortbildung; Flüchtling
Abstract	The Haitian Retention Program (HRP) is designed to help illiterate and unskilled Haitian immigrants to Palm Beach County (Florida) learn the English language through regular class attendance. Although many Haitians are enthusiastic about enrolling in adult English for Speakers of Other Languages (ESOL) classes, they are not accustomed to attending classes regularly or following any kind of a schedule. Objectives are the following: (1) familiarize participants with American customs and school environment; (2) give students the opportunity to express needs and interests for inclusion in the curriculum; (3) adapt the curriculum to the Haitian lifestyle; and (4) develop teacher proficiency. Phases of the program include the following: (1) student orientation; (2) student needs assessment; (3) curriculum development; and (4) inservice teacher training. An outline of the Student Orientation Program and a copy of the Needs Assessment form are included. Teacher materials include the following: (1) steps to follow in curriculum development; (2) a list of Beginning Level Competencies; (3) a list of questions to ask when using a textbook; (4) sample lesson plans; (5) sample classroom exercises; and (6) a student hand-out in Creole for use during student orientation. (FMW)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC