An Invisible Minority: Mexican English-Language Learners

Autor/in	Roemer, Ann
Titel	An Invisible Minority: Mexican English-Language Learners
Quelle	In: College and University, 86 (2011) 3, S.57-62 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0010-0889
Schlagwörter	Stellungnahme; African Americans; Higher Education; Campuses; Second Language Learning; Foreign Countries; Minority Groups; Ethnic Diversity; Hispanic Americans; Standardized Tests; Achievement Tests; Federal Legislation; Enrollment; Affirmative Action; English (Second Language); Mexico; Texas; United States + Suchen Sie Ihr Suchwort? Afroamerikaner; Hochschulbildung; Hochschulsystem; Hochschulwesen; Zweitsprachenerwerb; Ausland; Ethnische Minderheit; Hispanic; Hispanoamerikaner; Standadised tests; Standardisierter Test; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Bundesrecht; Einschulung; English as second language; English; Second Language; Englisch als Zweitsprache; Mexiko; USA
Abstract	Ever since the founding of this country, equality, freedom, and justice have been the underlying values of America's political and educational systems. More than 150 years later, higher education policymakers in the United States began to incorporate these values into their admissions decisions by including ethnic and racial diversity as a stated goal, not only for the purpose of redressing past injustices but also to prepare citizens to be successful in an increasingly multicultural society. However, as white students continue to dominate this nation's university campuses, the future appears bleak for minority groups, especially blacks and Latinos. As a group, Hispanics are the least educated minority in the country (Gandara 1995): They have the highest high school dropout rates of all minority groups (Llagas 2003). In response, the government of Mexico has initiated a binational agreement with the United States--and Texas, in particular--to help Mexican-English language learners (MELLs) from kindergarten through college through a program called LUCHA, Language Learners at the University of Texas at Austin's Center for Hispanic Achievement. The program objective is to prepare MELLs to pass the Texas Assessment of Knowledge and Skills, a requirement for high school graduation. The author recommends that colleges and universities reach out to the MELL minority group in an effort both to diversify the student body and to encourage academic excellence. (ERIC).
Anmerkungen	American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/publications/candu/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10