Here is the synopsis of our sample research paper on Missing Opportunities With Spanish-Speaking Student Populations. Have the paper e-mailed to you 24/7/365.
Essay / Research Paper Abstract
A 5 page paper that reports a case study involving a bilingual program at a high school in the Midwest. The essay specifically looks at missed teaching/learning opportunities due to certain assumptions the staff made. Bibliography lists 2 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGblnm.rtf
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Unformatted sample text from the term paper:
their limited-English speaking population (Wiley and Wright, 2004). Between 1991 and 2002, the population in the American public education system increased by 12 percent but the number of primary languages
increased by 95 percent (Wiley and Wright, 2004). School districts have vastly different capabilities for serving multilingual classrooms. Those regions who have experienced an influx of limited English-speaking children have
programs and qualified teachers, those regions who have experienced little or no influx are often caught unaware (Godina, 2004). Such was the case with a school district in the Midwest
who has only experienced a larger population of Spanish-speaking students in the recent several years (Godina, 2004). People of Mexican heritage are migrating to the Midwest for two reasons: there
is a rich agricultural industry there and many just want to get out of the urban areas that are so riddled with crime (Godina, 2004). The issues this paper deals
with, however, may well apply to other schools across the nation and that is: effectively planning for Spanish-speaking students and being aware of teaching moments when an opportunity arises for
students to learn something that may not be in the lesson plan (Godina, 2004). The general issue is the assumptions under which teachers teach certain populations. The purpose of this
study is to provide insight to teachers of multilingual classrooms. Godina reports the teachers in this school district viewed all LES students together in terms of instructional approach and curriculum
(Godina, 2004). This had a negative effect on students (Godina, 2004). Latino students, in general, drop out of school in greater numbers than other subgroups and those who come from
Mexico drop out more often than students from Puerto Rico or Cuba (Godina, 2004). Yet, Mexican students represent the greater majority of Latino students, 21.6 million out of 32.8 million
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