IMPROVING ENGLISH SKILLS OF CULTURALLY DIFFERENT YOUTH IN LARGE CITIES. EXCERPTS OF SPEECHES GIVEN AT A CONFERENCE, MAY 31

Autor/inn/en	JEWETT, ARNO; und weitere
Institution	Office of Education (DHEW), Washington, DC.
Titel	IMPROVING ENGLISH SKILLS OF CULTURALLY DIFFERENT YOUTH IN LARGE CITIES. EXCERPTS OF SPEECHES GIVEN AT A CONFERENCE, MAY 31 - JUNE 2, 1962.
Quelle	(1964), (216 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disadvantaged; Disadvantaged Youth; English Instruction; Environment; Language Acquisition; Student Motivation; Teacher Education; Urban Areas + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; English langauage lessons; Englischunterricht; Umwelt; Sprachaneignung; Spracherwerb; Schulische Motivation; Lehrerausbildung; Lehrerbildung; Urban area; Stadtregion
Abstract	THIS BULLETIN CONSISTS OF EXCERPTS OF FORMAL TALKS PRESENTED AT A CONFERENCE ON IMPROVING THE BASIC ENGLISH SKILLS OF CULTURALLY DIFFERENT YOUTH IN LARGE CITIES. ITS PURPOSE IS TO HELP TEACHERS, SUPERVISERS, ADMINISTRATOR, AND OTHER EDUCATORS IN RECOGNIZING AND IMPROVING THE UNIQUE PROBLEMS WHICH ARISE IN TEACHING THESE DISADVANTAGED CHILDREN. A GENERAL LOOK AT THE PROBLEM OF CULTURALLY DIFFERENT YOUTH REVEALS THE BASIC TRUTH THAT THIS GROUP OF CHILDREN CONSTITUTES A SIGNIFICANT SEGMENT OF THE PUBLIC SCHOOL POPULATION, AND THAT THEY COME TO SCHOOL WITH SPECIAL NEEDS, ABILITIES, ATTITUDES, AND LINGUISTIC DISABILITIES. ALL THESE ASPECTS MUST BE APPROACHED SYMPATHETICALLY BY DEVOTED TEACHERS WHO ARE TRAINED IN UNDERSTANDING THE BASIC MOTIVATIONS OF THIS YOUTH GROUP. SUCH TEACHERS HAVE MADE SIGNIFICANT PROGRESS IN TEACHING THESE STUDENTS. REPORTS OF SPECIFIC PROGRAMS IN DETROIT, HOUSTON, PHILADELPHIA, CHICAGO, AND NEW YORK ARE DESCRIBED AND MAY SERVE AS PATTERNS FOR OTHER LARGE CITIES. ALSO DISCUSSED ARE SPECIAL PRESERVICE AND INSERVICE TEACHER-TRAINING PROGRAMS, PROCEDURES AND MATERIALS FOR IMPROVING ENGLISH SKILLS, AND THE UTILIZATION OF SPECIAL MATERIALS, SMALLER CLASS SIZE, AND ADDITIONAL PERSONNEL TO PROVIDE MORE SUCCESSFUL PROGRAMS. THE EFFECTIVENESS OF TEACHER-TRAINING, LEARNING METHODS, AND CLASSROOM PROGRAMS FOR THE CULTURALLY DIFFERENT YOUTH IS BASED ON THE RECOGNITION THAT THOSE WHOSE BELIEFS DO NOT CONFORM TO THE DOMINANT CULTURE ARE NOT WITHOUT CULTURE, BUT POSSESS A DIFFERENT SUBCULTURE.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC