Community Outreach. Linguistics in the Undergraduate Curriculum, Appendix 4-C.

Autor/in	Cairns, Charles E.
Institution	Linguistic Society of America, Washington, DC.
Titel	Community Outreach. Linguistics in the Undergraduate Curriculum, Appendix 4-C.
Quelle	(1987), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; College Curriculum; Community Programs; English (Second Language); Haitian Creole; Haitians; Higher Education; Hispanic Americans; Language Teachers; Linguistics; Literacy Education; Organizational Climate; Outreach Programs; School Community Relationship; Spanish; Teacher Education; Uncommonly Taught Languages; Undergraduate Study + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hispanic; Hispanoamerikaner; Language teacher; Sprachunterricht; Linguistik; Organisationsklima; Jobcoaching; Spanisch; Lehrerausbildung; Lehrerbildung; Minderheitensprache; Grundstudium
Abstract	A community outreach program of the Queens College (New York) Linguistics Department is described as an example of the potential for institutional involvement with the community through linguistics. The report outlines the program's origins and early activities, and then describes a period of active program development, from 1983-1986, resulting from a number of grants. The program had three target populations, Spanish-illiterate Hispanics, nonliterate English-speaking adults, and nonliterate speakers of Haitian Creole; its components include: (1) training for literacy teachers and teachers of English as a second language (ESL), and (2) community literacy/ESL classes. It is noted that a key factor in the program's success has been the active interest of the college administration. Five conclusions about program effectiveness are made that: (1) although clarity about goals is necessary, flexibility is also important; (2) community leaders and students should be involved in all stages of planning and execution; (3) internal institutional support must be assured; (4) resources must be carefully identified and the danger of over-extension must be heeded; and (5) identification with divisive partisan issues must be avoided. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC