This volume focuses on a case where community organizing, academic research and governmental responsibility were successfully mobilized and synchronized to bring about change in educational policy and practice. The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands. On the island, the language of instruction is Dutch, however, outside of the classroom most students only speak English and an English-lexifier Creole. The research project was set up to address the negative impact on school success of this disparity. It included a community-based sociolinguistic study that actively involved all of the stakeholders in the education system on the island. This was complemented by a multi-pronged set of research strategies, including a language attitude and use survey, a narrative proficiency test, in depth interviews, and a review of the relevant literature. The resulting report and recommendations were accepted by the government, which is now in the process of changing the language of instruction.
Today, more than ever, greater emphasis is placed on inclusive practices and the collaboration between general and special educators to ultimately ensure student success. 'Mastering the Art of Co-Teaching: Building More Collaborative Classrooms' addresses research-based strategies, practices and theories which can be readily translated into classroom practice. Important issues that commonly arise in co-teaching partnerships, as well as professional and personal challenges faced by teachers are also tackled. Tackling important issues that commonly arise in co-teaching partnerships, as well as professional and personal challengers often faced by teachers, this book provides educators with the most effective co-teaching strategies and tools available, aiding the success of collaborative efforts in the classroom.
This volume focuses on a case where community organizing, academic research and governmental responsibility were successfully mobilized and synchronized to bring about change in educational policy and practice. The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands. On the island, the language of instruction is Dutch, however, outside of the classroom most students only speak English and an English-lexifier Creole. The research project was set up to address the negative impact on school success of this disparity. It included a community-based sociolinguistic study that actively involved all of the stakeholders in the education system on the island. This was complemented by a multi-pronged set of research strategies, including a language attitude and use survey, a narrative proficiency test, in depth interviews, and a review of the relevant literature. The resulting report and recommendations were accepted by the government, which is now in the process of changing the language of instruction.
The Haitian Creole Language is the first book dealing with the central role of Creole in Haiti and the Haitian diaspora, especially in the United States. Dispelling myths about Creole, with discussions of Haitian and Haitian Creole history, it provides a foundation for educators, service providers, policy makers, social scientists, and language and literature scholars to understand Creole in its historical, social, political, educational, and economic developmental contexts.
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