Leaving No Foreign Language Teachers Behind: A Grassroots Response.  

Oleh:

Glisan, Eileen W.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: The Modern Language Journal (sebagian Full Text & ada di JSTOR) vol. 89 no. 2 (May 2005), page 268-272.
Topik: Foreign Language Teacher; Foreign Language Education;
Fulltext: Vol 89 no 2 pp.268-272.pdf (1.01MB)

Isi artikel

Unlike foreign languages, which, as Rosen- busch observes, have suffered as a curricular area under the law, the education of ELLs has become more visible and has been framed in more defined and accountable ways. Under the proper circum- stances and with the necessary supports, this re- form could represent real progress in creating na- tionally equitable public education for students, many of whom have "been left behind." Without positive local strategies, without targeted andjudi- cious use of resources, and without solid ongoing commitments to change what has not worked, the promise for ELLs will not be realized, and they may fare no better, or, in fact may fare worse, than they have in the past.

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