Bilingual education for central america hoy,food ark survival,what is esp peugeot 308 - New On 2016

Bilingual Education for Central America (or BECA, ‘scholarship’ in Spanish) is an organisation based in Cofradia, Honduras, set up to provide bilingual education to Central American children aged 4 – 15.
This model proved very successful and after a few years, went on to provide the framework for 2 more BECA community schools, one set up in a town of families displaced by Hurricane Mitch, the other established to provide education to children from extremely traumatic backgrounds.
In one BECA school it was the parents themselves who agreed a base tuition rate that every family could afford. Sean is clearly proud of the opportunities BECA’s schools provide for local communities: its graduates have gone on to great things – 3 on scholarship in the US, others attending High School, Universities or holding down highly paid jobs in Honduras. But it’s not just BECA’s students whose lives are enriched; BECA’s mission is to also empower its volunteers by connecting them with the community. Sean also talks at length about how warm and welcoming the Honduran communities are towards BECA’s volunteers and more importantly, how much respect and care they show them.
Sean is also keen to counterbalance the negative attention Honduras receives, often blown up by the press. We wish BECA all the very best for what we are sure is set to be a bright and promising future. The Organization: Bilingual Education for Central America (BECA) was founded in 2001 to provide high quality education to low-income communities throughout Honduras.
Working with others, in a spirit of generosity and mutual respect, I want to help build a world where all people can lead free and dignified lives.
The type of students that ICU strives to develop are people who can venture past their own social and cultural assumptions, engage in dialogue with unfamiliar values and perspectives, and thereby discover themselves through new relationships with others.
Under the English for Liberal Arts Program (ELA), students enrolling in April spend the majority of their first year at ICU enhancing their English abilities through intensive study. While many universities require students to have a certain degree of Japanese proficiency before enrolling, ICU admits students of all ability levels. Provide English Learners (ELs), who first language is Spanish, and who have limited English proficiency, with equal access to education through the use of two languages: Spanish and English. Develop English language proficiency in accordance with the WIDA Language Proficiency Standards.
It is a key finding of contemporary educational research that the children of migrants experience educational disadvantage vis-a-vis their native-born peers.
Throughout the world, schools have been extremely slow to adapt to the realities of linguistic diversity; and the obsession of educational systems with linguistic homogeneity constitutes one of the great paradoxes of our time. Much of the research about bilingual education for migrant students has been dominated by Spanish programs in the USA, and research in other contexts continues to be relatively scarce. Since the early 2000s, Hamburg has been offering bilingual programs in Italian, Portuguese, Spanish and Turkish.
In order to achieve these goals about half of the curriculum is taught bilingually: German and Portuguese language classes are taught contrastively and with a strong focus on linguistic form.
Didactically, there is a strong focus on explicit and contrastive language instruction, and explicit grammar and form-focused instruction is an important feature of all instruction, including subject instruction.



To begin with, the students in the bilingual program significantly outperformed their Portuguese-speaking peers in a ‘regular’ German elementary school on assessments of academic language proficiency and subject content.
This means that bilingual education in a dual-immersion program can completely erase the educational disadvantage of migrant students. Comparison with Portuguese students in Portugal showed an additional bonus: Portuguese-speaking migrant children in the program in Hamburg reached proficiency levels in Portuguese that are comparable to those of monolingual Portuguese children in Portugal. Migrant children are disadvantaged in monolingual schools because they face the double task of learning a new language and new subject content simultaneously and they do so in the presence of native-born monolingual students, for whom the educational system is designed, and who thus ‘only’ face the task of content learning. Dr Ingrid Piller is Professor of Applied Linguistics at Macquarie University, Sydney, Australia.
BECA is a truly inspiring organisation, operating a unique model where decision making and responsibility are shared with its local community partners. Two years later in 2003, she founded BECA to support a school for children from low-income families in the area, which was in need of volunteer bilingual teachers. BECA then operates a 4-point scholarship scheme on top of this where parents can either pay $2 per point or work 4 hours a month in the schools themselves – helping to build new classrooms, cleaning, selling food etc. His favourite memories from his 3 years in Honduras have been spending the holidays with many of the local families; laughing and joking together, eating traditional tamales and drinking coffee. Whilst Honduras does suffer from high crime rates in certain areas, these are very much isolated and overshadow the real Hondurans who Sean describes as “the most welcoming, caring, loving and generous”. We typically recruit recent US, Canadian and European college graduates (ages typically vary from 21 to 35) who are service-minded, enjoy working in team environments, and are curious about cultural exchange. That process hinges on honing exceptional communication skills--an effort that begins with proficiency in both Japanese and English.
Students are placed into different streams (Streams 1-4) based on their learning levels, and each stream is divided into "sections"--small-group classes of around 20 students each.
New students with no prior Japanese experience whatsoever can enroll in Japanese Language Programs (JLP) to acquire solid Japanese skills in around a year and a half through intensive, small-class instruction. The educational disadvantage of bilingual children has been documented in education systems as diverse as those of Britain, Germany, Japan and the USA. While the benefits of bilingual education have been documented in a substantial body of research spanning a number of decades, the implementation of bilingual programs has been relatively slow, small-scale, discontinuous and often politically controversial.
A 2011 article by Joana Duarte about a six-year-monitoring project of bilingual elementary schools in the Northern German port city of Hamburg offers a fascinating exception. These programs have been designed as dual-immersion programs and the aim is to enroll children whose stronger language is German or the target language in roughly equal numbers.
Social Studies are taught through a team-teaching approach by a German- and a Portuguese-speaking teacher, and Music and parts of Mathematics are taught by a bilingual teacher who uses both languages.
The researchers conducted a three-way comparison of students in the program with Portuguese bilingual migrant students and native German monolingual students at a ‘regular’ German elementary school, and also with native Portuguese monolingual students studying in Portugal. Their gains were such that, over the six years of elementary school, the initial condition of linguistic heterogeneity disappeared and their performance was equal to that of monolingual German children after controlling for socio-economic background and individual student cognitive ability.


Where schools level the playing field through the provision of bilingual education, as the Hamburg programs described here do, they not only overcome language-based educational disadvantage but also enable migrants to accumulate cultural capital by institutionalizing and certifying bilingual proficiency. Ingrid’s research expertise is in the fields of intercultural communication, bilingual education and the sociolinguistics of language learning and multilingualism in the contexts of migration and globalization. These equal-footing partnerships have proven to be highly successful – BECA now provides education to 470 disadvantaged students and enjoys long-lasting relationships between its teachers and community members. At this time Jamie met with the parents of the community to lay the foundation for a new model of education; where the parents would be the legal owners and set up the infrastructure, and BECA would supply the bilingual volunteers, counsel and feedback. All the money from this system gets reinvested back in to the schools and pays for school counsellors and new school buildings. Honduras also has one of the biggest inequality gaps in the world: 70% live below the national poverty line, 30% above, with no or few opportunities to ‘cross over’. This immersion of volunteers into local communities has become very much part of BECA’s culture.
Those teachers undergo an intensive 6-week teacher training in Honduras in July and August before being matched to one of our partner schools.
After completing these intensive courses, students can enhance their proficiency in Japanese to levels that allow them to take classes in Japanese. The discrepancy between the home language and the language of the school has been found to play a central role in educational disadvantage: while educational institutions continue to maintain a monolingual habitus, migrant children bring to school the experience of multilingualism. That is why academic monitoring of bilingual programs and dissemination of knowledge about bilingual programs continues to be important. Over a six-year period, the bilingual programs were monitored by researchers from the University of Hamburg, and Duarte’s article focusses particularly on the Portuguese program. With the increase in US businesses, call centres and tourism in Honduras, one skill that separates the two is English. Currently, we operate in conjunction with three K-through-9 schools just outside of the San Pedro Sula area, and as a requirement, each school has significant parent ownership and deep community involvement. ELA students read, talk, and write short essays about various topics, such as "Intercultural Communication" and "Bioethics," to develop the ability to think creatively, critically, and independently.
Honduran parents see the value in giving their children a bilingual education: it opens so many otherwise closed doors. As a result, BECA teachers develop the skills and responsibilities to be effective teachers, communicators, and leaders.



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