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This symposium of the ad hoc committee on integration of the Ontario (Canada) Teachers of English as a Second Language (TESL) reports educators' concerns with providing adequate support for immigrant and refugee students, maintaining the integrity, voice, and visibility of ESL education in school boards, and advocating and providing guidelines for education ministry policy. The term "integration" in this case refers to the practice of providing adequate and appropriate programs for students with special language and/or literacy needs so they can be integrated into regular classroom instruction. The report details the specific issues discussed by the group and their stated concerns, and makes recommendations for educational provision, policy, and action. The issues and concerns include: defining "integration"; ensuring equitable treatment of all students; the role and training of international and community language instructors who may not have appropriate teaching qualifications; provisions of special education services for this population; identification of ESL students; academic risk factors for this population; leadership in program design and pedagogy; and preservice and inservice teacher education. (MSE)

Descriptors: Classroom Desegregation, Conference Proceedings, Educational Policy, English (Second Language), Equal Education, Foreign Countries, Heterogeneous Grouping, High Risk Students, Higher Education, Immigrants, Leadership, Policy Formation, Refugees, Second Language Instruction, Second Language Programs, Teacher Education, Teacher Qualifications, Teaching Skills

Autor: Meyers, Mary, Ed.


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