Profesores visitantes en USA - Which States Pay Teachers the Most (and Least)?
By Brenda Iasevoli
Alaska and New York pay teachers nearly double the salaries of those working in Mississippi and Oklahoma, says a new study by GoBankingRates.
According to the finance website, teachers in Alaska and New York are paid each year on average $77,843 and $76,953, respectively. By contrast, the averages in Mississippi and Oklahoma are $42,043 and $42,647, respectively. To be fair, many of the states with higher teacher pay also have higher costs of living. (You can use this tool to compare costs of living in different cities and states across the country.)
Ponencias de EB en NABE 2017 Conference (Dallas, Texas)
ESPAÑOL
TÍTULO 1
BILINGÜISMO: LA PERSPECTIVA ESPAÑOLA Y EUROPEA
PONENTES:
Virginia Vinuesa Benítez Ph.D– Esta dirección de correo electrónico está siendo protegida contra los robots de spam. Necesita tener JavaScript habilitado para poder verlo.
Xavier Gisbert da Cruz – Esta dirección de correo electrónico está siendo protegida contra los robots de spam. Necesita tener JavaScript habilitado para poder verlo.
Actas EICE 2016
Pulsando sobre los siguientes enlaces pueden acceder a las actas del «I Congreso Internacional de Enseñanza de Inglés en Centros Educativos»
I Fase de la Evaluación del Programa Bilingüe de la Comunidad de Madrid
Desde el enlace siguiente tienen acceso el documento final sobre la «I Fase de la Evaluación del Programa Bilingüe de la Comunidad de Madrid».
Two case studies of content-based language education
Fred Genesee and Kathryn Lindholm-Leary
McGill University / San Jose State University
This article describes and discusses two case studies of content-based instruction for second language education — foreign/second language immersion for majority language students in Canada and dual language education for minority language students in the U.S. After discussing the rationale for CBI in general, we examine 45 years of research on each program model and provide empirical evidence on a number of important issues, including: students’ proficiency in the two languages used for instruction; non-language academic outcomes; whether age is an important factor in students’ language outcomes; and the relationship between age of first exposure to the second language and outcomes in that language. Two outstanding major issues are discussed at some length; namely, the suitability of these programs for at-risk learners and the need for a coherent model of how best to integrate language and content instruction to maximize second language proficiency without detracting from academic achievement.
Suggestions for future directions are provided.
Additional abstract(s) at end.
Keywords: Content-based instruction, second/foreign language immersion, dual language education, language proficiency outcomes, academic outcomes, at-risk learners, content and language integration
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