The Creation of Education by Hispanic Women

This paper examines the experience of Hispanic females in the public school in relation to how alternative learning, which takes place outside of classroom activities and discussions, generates a distinct method by which to gain an education. Four major frameworks utilized in discussing minority participation in education are presented and a focus on gender differences in education is submitted. This is followed by information obtained through an in-depth interview process. Analysis of the information shows the failure to account for differentiation between male and female Hispanics presents an assimilationist posturing of research. By placing race/ethnicity, class, and gender on equal footing in research, the institution of education may learn to adapt itself to the unique process of becoming educated which has been developed by Hispanas

Enhancing the Early Literacy Development of Children at Risk for Reading Difficulties

This paper reviews the dynamic and interactive links between the development of children’s language phonological awareness, and reading. Some of the key issues explored are procedures to enhance children’s language development, decoding and word recognition skills, along with some relevant assessment and programming strategies that can facilitate children’s early reading development. In particular, the paper supports the suggestion that deficits in phonological awareness are often a consequence of slow vocabulary development (a classic marker of language delay) and that teachers need to be able to adapt their language and dialogue interactions for children with language delays

Relative measurement and the selective philosophy in education

Teachers in different countries, when judging the achievement of their students, do not use absolute standards but seem to work by comparison. The paper describes the reason for and the philosophy behind relative judgement in education. The explanation for the frequent use of relative testing in education is that it has a selective function in the classroom. The selective approach does fit in an educational philosophy regarding the place of schooling in our society. The philosophy does not possess a theoretical framework nor a clear description of its content. Six statements typical of the selective philosophy are discussed. They relate to the paucity of jobs on the market, to competition, the distribution of talent, and the supposed attributes of good school tests. The statements are related to each other in order to demonstrate how they can form a coherent system of opinions about how schooling ought to be organized. It is concluded that no philosopher can solve the problem of the educator who realizes that he is measuring instead of educating. Finally, it is argued that the problem of setting up a non-selective organization is a technological matter - a matter of choice for other learning strategies and other measurement techniques

Combining Student-based Learning Activities with Teacher's Encouragements to Foster Learner Autonomy in Elt

Teacher's domination and authority used to prevail the traditional language teaching is now left and replaced by more acceptable concept of teaching. This concept emphasizes on developing the sense of learners' responsibility, independence, or autonomy, for better learning outcome. Autonomous language learners are those assumed to have greater responsibility on their own learning for their own needs. A series of guided practice through a step-by-step manner is needed in order that students can be possibly trained to be autonomous, independent learners. This paper discusses learning activities created and designed by the students combined with teacher's encouragements to foster learner autonomy. Some theories and previous studies on learner autonomy are analyzed to support the discussion. It is believed that the combination between the two important aspects in autonomous language learning will strengthen the efforts of promoting learner autonomy in ELT. Keywords: English language teaching, learner autonomy, autonomous learning, learning activities, teacher's encouragemen

'Scaffolding': learning in the classroom

Recent interest in talk and learning in the classroom has encouraged a new metaphorical use for the term 'scaffolding'. This term is increasingly used to describe certain kinds of support which learners receive in their interaction with parents, teachers and other 'mentors' as they move towards new skills, concepts or levels of understanding. It is a term which helps to portray the temporary, but essential, nature of the mentor's assistance as the learner advances in knowledge and understanding

Modern languages in the primary school in Spain and Scotland

This article reports the outcomes of study visits to Spain in June 1998 and June 1999 to consider early language learning. The Basque Country was chosen because of its linguistic diversity in that there could be lessons to be learned for parts of Scotland where a language other than English is also the mother tongue. It also has autonomy in Education and would therefore differ from the situation in what was formerly known as el territorio MEC, namely, those parts of Spain which came under the jurisdiction of the Ministry of Education in Madrid. The situation in the former territorio MEC would form the second part of the study visit in 1998 when schools and other establishments in the Spanish capital would be visited and in 1999 when establishments in Asturias would be visited. During the visits there was the opportunity to meet both prirnary and secondary teachers, headteachers and some of those responsible for early language learning in Bilbao and Madrid and Asturias. We were able to observe classes in Bilbao, Larrabetzu San Sebastian, Irun, Gijon and Greater Madrid