Literaturnachweis - Detailanzeige
Autor/inn/en | Lopez-Ferrer, Edgardo; und weitere |
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Institution | City Univ. of New York, NY. Hunter Coll. Bilingual Education Applied Research Unit. |
Titel | Content Analysis Schedule for Bilingual Education Programs: Bilingual Education Center. |
Quelle | (1971), (62 Seiten)
PDF als Volltext |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Biculturalism; Bilingual Education; Bilingualism; Cognitive Development; Content Analysis; Curriculum Design; Educational Finance; Elementary Education; English; Grouping (Instructional Purposes); High School Students; Junior High School Students; Learning Theories; Mexican Americans; Preschool Children; Program Costs; Puerto Ricans; Self Esteem; Sociolinguistics; Spanish; Tutoring Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Kognitive Entwicklung; Inhaltsanalyse; Lehrplangestaltung; Bildungsfonds; Elementarunterricht; English language; Englisch; Grouping; Gruppenbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Junior High Schools; Sekundarstufe I; Learning theory; Lerntheorie; Hispanoamerikaner; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Puerto Rican; Puerto-Ricaner; Self-esteem; Selbstaufmerksamkeit; Soziolinguistik; Spanisch; Förderkonzept; Nachhilfeunterricht |
Abstract | This content analysis schedule for the Bilingual Education Center of Chicago presents information on the history, funding, and scope of the project. Included are sociolinguistic process variables such as the native and dominant language of students and their interaction. Information is provided on staff selection and the linguistic background of project teachers. An assessment is made of the duration and extent of the bilingual component, and the methods of second language teaching in general. Included is an analysis of materials, student grouping, tutoring, curriculum patterns, and cognitive development. The report also discusses self-esteem, learning strategies, the bicultural and community components, and means of evaluation. Attached are various graphs and tables which supply additional data. (SK) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |