Children of la Frontera: Binational Efforts to Serve Mexican Migrant and Immigrant StudentsJudith LeBlanc Flores ERIC, Clearinghouse on Rural and Small Schools, 1996 - 352 Seiten This book includes 20 chapters that provide background on the historical and current context of U.S.-Mexico relations and education in Mexico, examine existing binational educational and health programs, and describe effective practices for teaching Mexican migrant and immigrant students and working with families from Mexico. Following a foreword by Eugene E. Garcia, chapters are: (1) "Introduction" (Judith LeBlanc Flores, Patricia Cahape Hammer); (2) "Migrant Farmworkers and Their Children: What Recent Labor Department Data Show" (Philip L. Martin); (3) "Education in Mexico: Historical and Contemporary Educational Systems" (Victoria Andrade de Herrara); (4) "The Newest 'Outsiders': Educating Mexican Migrant and Immigrant Youth" (Harriett D. Romo); (5) "Stories and Poems by Migrant Writers" (Silvia Kelly, Robert Lynch, compilers); (6) "Mexico's Role in U.S. Education: A Well-Kept Secret" (Robert Miller); (7) "Reauthorized Migrant Education Program: Old Themes and New" (Al Wright); (8) "Migrant Education Binational Program" (David P. Dolson, Gildardo Villasenor); (9) "Genesis of the Migrant Binational Program" (Arlene R. Dorn); (10) "Teachers for Mexican Migrant and Immigrant Students: Meeting an Urgent Need" (Norma Varisco de Garcia, Eugene E. Garcia); (11) "Exploring Binational Educational Issues: A Report from the Border Colloquy Project" (Betty Mace-Matluck, Martha Boethel); (12) "Binational Health Care for Migrants: The Health Data Exchange Pilot Project and the Binational Health Data Transfer System" (Hector Eduardo Velasco Mondragon, Johnson Martin, Henry Stevenson-Perez); (13) "Bilingual, Bicultural, and Binational Cooperative Learning Communities for Students and Teachers" (Margarita Calderon); (14) "Programming for Success among Hispanic Migrant Students" (Mary V. Montavon, Jeri Kinser); (15) "Latino Voices in Children's Literature: Instructional Approaches for Developing Cultural Understanding in the Classroom" (John M. Kibler); (16) "Incorporating Mexican American History and Culture into the Social Studies Classroom" (Kathy Escamilla); (17) "Teaching Mathematics for Understanding to Bilingual Students" (Walter G. Secada, Yolanda De La Cruz); (18) "Voices of Latina Migrant Mothers in Rural Pennsylvania" (Stephanie L. Bressler); (19) "Involving Migrant Families in Their Children's Education: Challenges and Opportunities for Schools" (Nancy Feyl Chavkin); and (20) "Involving Hispanic Parents in Improving Educational Opportunities for Their Children" (Alicia Salinas Sosa). Contains references in each chapter and author profiles. (SV) |
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... problems . In contrast , the computational facts on which bilingual children are all too often drilled seldom make much sense to them ; hence , at least initially , young children tend to ignore computational facts and instead to rely ...
... problems . In contrast , the computational facts on which bilingual children are all too often drilled seldom make much sense to them ; hence , at least initially , young children tend to ignore computational facts and instead to rely ...
Seite 302
... problems from an English language text . One problem was this : There are two comple- mentary angles . One is twice the other . What are the angles ? A girl had written two equations : x + y = 90 , x = 2y . She had solved for x and y by ...
... problems from an English language text . One problem was this : There are two comple- mentary angles . One is twice the other . What are the angles ? A girl had written two equations : x + y = 90 , x = 2y . She had solved for x and y by ...
Seite 303
... problems , Secada asked each bilingual teacher who worked with the children to read the translations and to suggest locutions and alternative vocabulary that would make their problems more understandable to the children . For instance ...
... problems , Secada asked each bilingual teacher who worked with the children to read the translations and to suggest locutions and alternative vocabulary that would make their problems more understandable to the children . For instance ...
Inhalt
Introduction | 3 |
What Recent | 19 |
Historical and Contemporary | 25 |
Urheberrecht | |
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Häufige Begriffe und Wortgruppen
academic activities adult Anzaldúa areas BCIRC bilingual education bilingual programs bilingual teachers Binational Program Border Colloquy Calderón California chapter Chicano children's literature Ciudad Juárez classroom cooperative learning cultural curriculum Department of Education diversity Document Reproduction Service educa education in Mexico El Paso English enroll ERIC Document Reproduction ethnic experience federal frontera Gómez Farías grade Guanajuato GUAPA high school Hispanic immigrant children immigrant students implementation Institute instruction Juárez labor Larroyo Latino literacy literature mathematics meeting ment Mexican immigrant Mexico City Michoacán migrant children Migrant Education Program migrant families migrant farmworkers migrant students multicultural NAFTA National native-language instruction Nuevo León Office parent involvement participants percent population problems regional school district secondary Secretaría de Educación skills Solana Spanish staff development teaching Texas Texas Education Agency tion transfer document U.S. Department U.S. schools understanding United University