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Bi-ethnic fundamentals for relevant ...

Harris, Melba Joyce Jordan.

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Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components)./
作者:	Harris, Melba Joyce Jordan.
面頁冊數:	501 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2065.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Education, Bilingual and Multicultural. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=DP10893

Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components).
Harris, Melba Joyce Jordan.

Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components). - 501 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2065.

Thesis (Ph.D.)--Union Institute and University, 1977.

Two of the greatest difficulties in the teaching of English in the primary grades are (1) developing a program which leads systematically, at the right speed toward definite and clearly defined goals, and (2) giving sufficient content to the teaching. However interesting and valuable exercises and practices may be in themselves, they should fit together in a sequence which leads toward some end. This theory, of course, is applicable to any primary readiness group, but logically is viewed from a totally different perspective if three basic elements are considered in the case of the minority child: (1) historical and/or cultural influences, (2) linguistic challenges influenced by "pseudo-bilingualism" and "bi-dialectalism," and (3) socio-economic influences of each group.Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components).
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245 1 0 $a Bi-ethnic fundamentals for relevant educational curriculum for minorities (bi-racial acculturation of Blacks and Chicanos from three perspectives: Cultural heritage, language and socio-economic components).
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500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2065.
502 $a Thesis (Ph.D.)--Union Institute and University, 1977.
520 $a Two of the greatest difficulties in the teaching of English in the primary grades are (1) developing a program which leads systematically, at the right speed toward definite and clearly defined goals, and (2) giving sufficient content to the teaching. However interesting and valuable exercises and practices may be in themselves, they should fit together in a sequence which leads toward some end. This theory, of course, is applicable to any primary readiness group, but logically is viewed from a totally different perspective if three basic elements are considered in the case of the minority child: (1) historical and/or cultural influences, (2) linguistic challenges influenced by "pseudo-bilingualism" and "bi-dialectalism," and (3) socio-economic influences of each group.
520 $a Adjustments to the lacks of Spanish-speaking students and Blacks of low socio-economic levels requires that the school supplements the experience provided at home and to some extent correct the trend established by a poor environment.
520 $a The general principle, applicable to all education, is that education must begin at the point reached by the learner and go on from there. No life is so poverty stricken that there is nothing to develop. The teachers difficulty is in finding where the child is in his development and then finding ways of leading him forward step-by-step as rapidly as he can go. This type of teaching is strategically centered around individualized instruction. Why? Again the problem of individual differences occurs, for minority children (both Black and Chicano) are very different among themselves in all measurable traits. In group work, there must be some compromise of different needs, as well as special attention areas, but the goal is clear: learning opportunities adapted to each child. Among children from the poorest homes are children of very different capacities. The elimination of stereotypes is a must here. (Abstract shortened by UMI.)
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