The Preparation of Language Arts Teachers for Ghetto Schools.

Autor/in	Imhoof, Maurice
Titel	The Preparation of Language Arts Teachers for Ghetto Schools.
Quelle	(1970), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Disadvantaged Youth; Language Arts; Language Role; Teacher Education; Teacher Qualifications; TENL; Urban Education + Suchen Sie Ihr Suchwort? Benachteiligter Jugendlicher; Sprachkultur; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Stadtteilbezogenes Lernen
Abstract	Language arts teachers cannot handle the problems of the disadvantaged children of the ghetto because they cannot understand the language of the children well enough to evaluate the abilities of the children or create activities which would improve the quality of language experience for the child. It is possible to provide language arts teachers for ghetto schools with an academic experience which has immediate applications in the classroom. Thorough linguistic knowledge is the primary requisite for a sound language arts teacher-training program. Two courses would give minimum preparation in this area: one dealing with the nature of language and one on urban dialects. Standard English should be taught; the student must be given the language skills which will enable him to alternate between the dialect of his peers, his home, his teachers, and his books. The language arts teacher in the ghetto school should (1) be familiar with ghetto culture; (2) study black English, but not necessarily as a means of communication with his students or the community; (3) learn about the family and community structures; (4) study the effects of poverty; and (5) study the peer group relations and different learning styles of ghetto children. A successful ghetto teacher must be resourceful, have magnetism, possess self-knowledge, and reflect love. (AMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01