...Wildaliz Bermudez-Robles S00190130 Expository Essay The Influence of Puerto Rico Social Aspects in Teaching and Learning English as a Second Language. Humans have the ability to acquire a language that is necessary to defend them in their daily living. The domain of a language code will vary according to their social needs and opportunities that people have. In the process of planning a language education, it is vital to explore the social context to determine their real need to learn the language and the language mechanism to achieve that learning. In Puerto Rico, even when there is a consensus on the utility of English for purposes of employment, technology and global communication, natural situations that require English are limited, and some students do not want to take advantage of the learning English language opportunities. The importance of Puerto Rican students learning to speak English fluently is discussed in Puerto Rican community and by professional circles every day. Regardless of the efforts that the Department of Education has made throughout the years, the reality is that Puerto Rican children are not learning enough English in their schools. The students have not developed the basic English language skills to be able to uses effectively in oral, written and reading. In 1997, the Department of Education created the Project for the Development of Bilingual Citizens in order to remedy this situation. Besides, few years later the Department of...
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...Bilingual Education and the Success of Boston’s Latino Youth The success of Latino students in the Boston Public School system is undoubtedly and inextricably linked to the success of the district, in partnership with state government, combining both proven and innovative strategies in delivering English language instruction to the city’s students. At 43% of total enrollment, Latino students are the largest and fastest-growing demographic in Boston Public Schools (Handy). And while a majority of Latino students speak English proficiently, census records show that in the City of Boston half of all Latinos were born outside of the United States; 30% of Latinos in the Boston Public School system are English Language Learners (Uriarte, Chen, and Kala 9), and, not surprisingly, the majority (57% in 2012) of Boston’s students classified as Limited English Proficient, speak Spanish (Uriarte). Simply put, there is no way to ensure that schools are working to the best capacity for the district’s largest ethnic group without also ensuring that proper systems are in place to educate English Language Learners, who are disproportionately Latino. Unfortunately, this has not always been the easiest of tasks, and a ballot initiative of over a decade ago would come to undermine much of the needed progress in the Boston Public Schools. November 5, 2002 may seem like a distant memory for some, but on that day, the result of that year’s election would come to have a resounding impact on Massachusetts’...
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...paper address the challenges to determine what parts of the Affordable Care Act can apply to Puerto Rico and the impacting the Medicare, Medicare patient services and employees. Most of the people in the island think that the Affordable Care Act is giving more security and help to address the existing disparities in the healthcare system. With the new Patient Protection & Affordable Care Act, the insurance companies can no longer drop the coverage if one becomes sick, bill individual into bankruptcy because of an annual or lifetime limit, and they will not be able to discriminate against anyone with a pre existing condition. Most of the Medicare and Medicaid community suffers do to the imbalance in our healthcare system this situation affects the quality of care and places a financial strain on the government, individuals and families, employers and employees, and public and private providers. Most of the Medicare beneficiaries have to enroll in the MA program to help them to succeed and receive the adequate treatments without MA to help the disadvantaged seniors on the island, Puerto Rico's elderly citizens will be forced to turn to Mi Salud in larger numbers. Although Mi Salud is scheduled to receive an average of $690 million annually during the next five years, the widening deficit in MA funding is likely to create a net negative impact on federal funding for healthcare in Puerto Rico. The Health care Policies and Issues Ethical concerns and issues The Affordable...
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...Dissertation research: Ethnic identity switching among Latinos in Queens, NY H. Russell Bernard (PI) and Rosalyn Negron (Co-PI) Project summary Problem statement: As the nation’s ethnic diversity continues to grow, things like the distribution of resources, ethnic conflict, and assimilation can not be understood in terms of neatly packaged identities in competition. Today, an increasing number of people regularly switch from ethnicity to ethnicity in normal discourse, in an attempt to maximize their economic and political interests. I propose to examine ethnographically and in depth the process of identity switching – that is, how people negotiate between multiple ethnic identities in everyday contexts – among Latinos in Queens, NY. Methods and analysis: From January to July, I will collect ethnographic data about ethnic identity invocation trends in the research communities, train a research assistant, select twelve participants for continuous monitoring and work closely with them for two weeks each. From August to September, I will train the research assistant further and use the knowledge gained from the ethnographic data phase to design and pilot test a household survey. Between October and December, this survey will be administered to a representative sample of 200 respondents. Using the data collected from these surveys, inferential statistics –odds-ratios, chi-square, and logistic regression - will be used to test the hypotheses. Intellectual merit: While ethnic identity has long...
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...ENGLISH ONLY COURT CASES INVOLVING THE U.S. WORKPLACE: THE MYTHS OF LANGUAGE USE AND THE HOMOGENIZATION OF BILINGUAL WORKERS’ IDENTITIES KARI GIBSON University of Hawai‘i Title VII of the 1964 Civil Rights Act protects against discrimination in employment on the basis of race, color, sex, religion and national origin. However when the judicial system has examined English only workplace policies in light of Title VII, it has generally determined that such policies are not discriminatory if an employee is able to speak English. Although plaintiffs have argued that language is inextricably linked to national origin and cultural identity, the courts have stated that the use of a language other than English is detrimental to the morale of monolingual English speakers and a single language is necessary to ensure workplace harmony and proper management. This paper examines the court cases where English Only workplace policies have been challenged, and identifies the prevalent myths and ideologies held by businesses and the courts about language use, identity, and bilingual speakers. Through the process of homogeneism, linguistic diversity is rejected as monolingual English speakers are able to create and enforce rules that favor themselves as they construct the identity of “American” in their own image. Language is a central feature of human identity. When we hear someone speak, we immediately make guesses about gender, education level, age, profession, and place of origin....
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...2 Understanding Diversity in the Classroom CHAPTER LEARNING GOALS After you study this chapter, you will be able to: 1. Explain the importance of understanding classroom diversity. 2. Explain the different group and individual sources of diversity. 3. Describe approaches to teaching in culturally and linguistically diverse classrooms. 4. Explain the provisions of the Individuals with Disabilities Education Act. 5. Explain the characteristics of students with exceptionalities. 6. Describe the role of the teacher in the inclusive classroom. Imagine You Are the Teacher It Is The First Teaching year at Lincoln Elementary School for Ms. Branson. She has 30 fifth-graders of whom 13 are girls and 17 are boys, 12 participate in the free and reduced lunch program, 5 are English language learners, and 4 have individualized education programs (IEPs). As she plans her lesson on paragraph writing, she is trying to keep the special needs of each of her students in mind. Because Jessica has a hearing impairment, Ms. Branson decides to make a written outline that includes the important parts of a paragraph and examples of good and bad paragraphs. She also decides to go over the outline several times because Fred and Alex have a reading disability. In her plan, there is also a note to herself to find a bigger pencil and wide-lined paper for Suzy, who requires these modifications according to her IEP. Based on past writing experiences, she expects Monica to finish writing her paragraph...
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...Acknowledgment to Gary Burris and Lynne Adair For their invaluable assistance with the project This material is available in alternative format by request. Contact Bilingual Education at 360-753-2573, TDD 360-664-3631. The Office of the Superintendent of Public Instruction complies with all federal and state rules and regulations and does not discriminate on the basis of race, color, national origin, sex, disability, age or marital status. Table of Contents (click on page number for access) Introduction......................................................................................................................... 1 Executive Summary ............................................................................................................ 3 Chapter One Language Acquisition and the Language Learner .......................................................... 7 Section One: How Does First Language Develop? .................................................... 7 Section Two: How Does Second Language Develop? ............................................... 9 Foundational Theories ............................................................................................ 9 Creative Construction ......................................................................................... 9 Error Analysis ................................................................................................... 10 Interlanguage...............................................
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...Therefore, this work is dedicated to my three favorite distractions—my husband Jeff and my two sons, Abel and Peyton. Thank you, Jeff, for all of your encouragement, your support, and your shoulder to lean on and your ear to listen during the past five years as we’ve come together on this journey. Thank you, Abel and Peyton, for sharing me with my studies and for often keeping me company while I studied for my exams and wrote my papers. Thank you also to my wonderful committee who were all so encouraging and patient with me, especially my Chair, Dr. Mark Peterson. Your excitement for my ideas inspired me as well as your belief in me. You have an unselfish and self-sacrificing nature that shines through you, and you are a gift to all of your students. Many thanks also to Dr. Roger Dickinson, who was a great support to me over the past five years and a big reason I decided to join the program in the first place. Thanks to my parents and to Jeff’s parents for helping me out in so many ways during this program. You all have always been so supportive of me in all that I do. Finally, thanks to God who put in me a stubborn and persevering nature, without which I would not have been able to finish. November 17, 2006 iii ABSTRACT THE ROLE OF LANGUAGE CODESWITCHING IN INCREASING ADVERTISING EFFECTIVENESS AMONG MEXICAN-AMERICAN YOUTH...
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...[pic] FIRST ARMY EQUAL OPPORTUNITY REPRESENTATIVE COURSE STUDENT GUIDE TO CULTURAL AWARENESS INDEX LESSON TITLE PAGE 1 Philosophical Aspects of Culture SG- 3 C1 Native American Experience SG- 4 C2 White American Experience SG- 23 C3 Arab American Experience SG- 43 C4 Hispanic American Experience SG- 53 C5 Black American Experience SG- 76 C6 Asian American Experience SG-109 C7 Jewish American Experience SG-126 C8 Women in the Military SG-150 C9 Extremist Organizations/Gangs SG-167 STUDENTS ARE RESPONSIBLE FOR BEING FAMILIARIZED WITH ALL CLASS MATERIAL PRIOR TO CLASS. INFORMATION PAPER ON THE PHILOSOPHICAL ASPECTS OF CULTURAL DIFFERENCE Developed by Edwin J. Nichols, Ph.D. |Ethnic Groups/ |Axiology |Epistemology |Logic |Process | |World Views | | | | | |European |Member-Object |Cognitive |Dichotomous |Technology | |Euro-American |The highest value lies in the object |One knows through counting |Either/Or...
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...Counseling and Personnel Services University of Maryland, College Park The present study serves as an examination and documentation of referral and placement outcomes of English Language Learner (ELL) cases in Instructional Consultation (IC) Teams schools. Archival data from 838 cases (12% of which were ELL cases) within five mid-Atlantic public school districts implementing IC Teams were analyzed for outcomes using logistic regression. Results included statistically significant differences in ELL versus non-ELL student initial team referral (IC or other prereferral intervention team) and ultimate IEP Team referrals. Initial referral concerns also differed significantly between ELL and non-ELL students. IC Teams were found to be more effective than existing prereferral intervention teams in decreasing the special education referrals of ELL and non-ELL students. The results of the present study serve as a foundation for future research in the areas of at-risk ELL students and their referrals to prereferral intervention teams and special education. ENGLISH LANGUAGE LEARNER SPECIAL EDUCATION REFERRAL AND PLACEMENT OUTCOMES IN INSTRUCTIONAL CONSULTATION TEAMS SCHOOLS by Arlene E. Silva Thesis submitted to the Faculty of the Graduate School of the University of Maryland, College Park in partial fulfillment of the requirements for the degree of Master of Arts 2005 Advisory Committee: Professor Sylvia Rosenfield, Chair Assistant Professor Millicent I. Kushner Associate Professor William...
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...CHAPTER 8 IDENTIFYING MARKET SEGMENTS AND TARGETS LEARNING OBJECTIVES In this chapter, we will address the following questions: 1. What are the different levels of market segmentation? 2. In what ways can a company divide a market into segments? 3. What are the requirements for effective segmentation? 4. How should business markets be segmented? 5. How should a company choose the most attractive target markets? CHAPTER SUMMARY 1. Target marketing includes three activities: market segmentation, market targeting, and market positioning. Market segments are large, identifiable groups within a market. 2. Two bases for segmenting consumer markets are consumer characteristics and consumer responses. The major segmentation variables for consumer markets are geographic, demographic, psychographic, and behavioral. Marketers use them singly or in combination. 3. Business marketers use all these variables along with operating variables, purchasing approaches, and situational factors. 4. To be useful, market segments must be measurable, substantial, accessible, differentiable, and actionable. 5. We can target markets at four main levels: mass, multiple segments, single (or niche) segment, and individuals. 6. A mass market targeting approach is adopted only by the biggest companies. Many companies target multiple segments defined in various ways such as various demographic groups who seek the same product benefit. 7. A niche is a more narrowly defined group...
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...Roen−Glau−Maid: The McGraw−Hill Guide: Writing for College, Writing for Life, 2/e II. Using What You’ve Learned to Share Information The McGraw-Hill Guide: Writing for College, Writing for Life, Second Edition 4. Writing to Share Experience © The McGraw−Hill Companies, 2011 13 Reading, Inquiry, and Research ■ PART 2 | Using What You Have Learned to Share Information 57 TANYA BARRIENTOS Se Habla Español MEMOIR he man on the other end of the phone line is 1 Tanya Maria telling me the classes I’ve called about are firstBarrientos has rate: native speakers in charge, no more than six stuwritten for the dents per group. Philadelphia “Conbersaychunal,” he says, allowing the fat vow- 2 Inquirer for more than els of his accented English to collide with the sawedtwenty years. off consonants. I tell him that will be fi ne, that I’m familiar with 3 Barrientos was born in Guatethe conversational setup, and yes, I’ve studied a bit mala and raised of Spanish in the past. He asks for my name and I in El Paso, Texas. Her first novel, Frontera Street, was supply it, rolling the double r in Barrientos like a pro. published in 2002, and her second, That’s when I hear the silent snag, the momentary Family Resemblance, was pubhesitation I’ve come to expect at this part of the exlished in 2003. Her column “Unchange. Should I go into it again? Should I explain, conventional Wisdom” runs every the way I have to half a dozen others, that I am Guaweek in the Inquirer...
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...Deficit Ideology and the Scornful Gaze 2 It is popular in the education milieu today to talk about the dangers of assuming a deficit perspective, approaching students based upon our perceptions of their weaknesses rather than their strengths. Such a perspective deteriorates expectations for students and weakens educators’ abilities to recognize giftedness in its various forms (Ford & Grantham, 2003). The most devastating brand of this sort of deficit thinking emerges when we mistake difference—particularly difference from ourselves— for deficit. If one concentrates best while sitting still it may be difficult to imagine that somebody else—a student or colleague, perhaps—concentrates more effectively while pacing or tapping a pencil. Similarly, if one always has lived among people who speak a certain language variation, such as what people commonly refer to as “standard English,” she or he might mistake somebody’s use of a different variation, such as the Appalachian variety spoken by my grandmother, as an indication of intellectual inferiority or, worse, deviance (Collins, 1988). Over the past ten or so years a critical discourse challenging the deficit perspective has emerged among educators. Some insist that “every student is gifted and talented.” Others urge us to “find the gift in every child”; to “focus on student strengths.” Unfortunately, like many discourses in the education milieu, the one surrounding the deficit perspective occurs largely outside of what Nieto and Bode...
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...Language Teaching Methodology Theodore S. Rodgers, Professor Emeritus, University of Hawaii Background Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching—the notion of a systematic set of teaching practices based on a particular theory of language and language learning—is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century. Howatt's (1984) overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself. Language Teaching Methodology Defined Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition (SLA). Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked...
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...6. Student and School Data Data collected from and about students, including school-level data, are an important part of the assessment. These data are useful in the identification of the proportion of youth in the community who claim gang membership or who are at high risk for gang membership. School-level data and information from school staff are vital to rounding out the picture of gang activity in the community. This chapter provides guidance on collecting data on the following: Student characteristics and disciplinary actions School-aged youths’ perceptions of gangs and gang activity (student survey) School staff perspectives on gang activity on campus Prevalence of Gangs in Schools In the mid-1990s, 28 percent of the national sample of students reported that gangs were present in their schools (Chandler, Chapman, Rand, and Taylor, 1998). This number dropped to 17 percent in 1999 and then increased to 24 percent in 2005, almost the level reported a decade earlier (Dinkes, Cataldi, Kena et al., 2006). Thus respondents to the national survey of students reported a decrease in gang activity in the late 1990s and an increase in the opening years of this century. Impact of Gangs in Schools Where they have a substantial community presence, youth gangs are linked with serious delinquency problems in elementary and secondary schools across the United States (Chandler, Chapman, Rand, and Taylor, 1998). This study of data gathered in the School Crime Supplement to the 1995...
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