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Books on the topic 'Non-English speaking background children'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Clark, Theresa. All I want is what's best for my child: Final report on the experiences of parents of students from a non-English speaking background with disability in the NSW school system. Harris Park, N.S.W: Multicultural Disability Advocacy Association of NSW, 2005.

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2

Plimer, Don. Language services for non-English-speaking-background women. Canberra, AU: Australian Government Publishing Service, 1996.

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3

Alcorso, Caroline. Non-English speaking background immigrant women in the workforce. Wollongong, Australia: Centre for Multicultural Studies, University of Wollongong, 1991.

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4

Mitchell, Robyn. The non-English speaking-background learner in TAFE: A training handbook. [Adelaide, South Australia]: Published by Adelaide College of TAFE for the Department of Technical and Further Education, South Australia, 1987.

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5

Conner, Nicholas. Focused study on non-English speaking background immigrants in remote/rural areas of Australia. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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6

Kennedy, Shelley. Non-English-speaking background students: A study of programmes and support in New Zealand schools. Wellington, N.Z: Research and International Section, Ministry of Education, 1997.

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7

Barnett, Kate. The pathfinders: Women of non-English speaking background in white collar occupations in the public sector. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of Prime Minister and Cabinet by Centre for Multicultural Studies, University of Wollongong, 1991.

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8

Patetsos, M. The challenge of diversity: A study of non English speaking background communities living in the City of Wanneroo. Wanneroo: The City, 1991.

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9

Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.

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10

Ramirez, Silvia del Carmen. How shall we teach English to non-English-speaking children: A case study of Dennis Parker's strategic schooling model. Lewiston NY: Edwin Mellen Press, 2010.

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11

Rice, Pranee Liamputtong. My forty days: Childbearing experiences of non-English speaking background women : a cross-cultural resourcebook for health care professional in birthing services. Carlton (Vic.): Centre for the Study of Mothers' and Children's Health, 1993.

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12

Alder, Kate. Multicultural Victoria: An inquiry into the adequacy of service delivery by state government bodies to people of non-English speaking background : literature review. East Melbourne, VIC: Victorian Ethnic Affairs Commission, 1995.

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13

Hawthorne, Nathaniel. The scarlet letter: Complete, authoritative text with biographical background and critical history plus essays from five contemporary critical perspectives with introductions and bibliographies. Boston: Bedford Books of St. Martin's Press, 1991.

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14

Haque, M. Ohidul, and Rowshan Ara Haque. Gender, Ethnicity and Employment: Non-English Speaking Background Migrant Women in Australia. Physica, 2010.

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15

Australian Institute of Health and Welfare., ed. Non-English-speaking background and indigenous status: Identification in national health and welfare data collections. Canberra: Australian Institute of Health and Welfare, 1996.

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16

Australia. Office of Multicultural Affairs., University of Wollongong. Centre for Multicultural Studies., and Allbrook Cattalini Research, eds. Government service delivery to people of non-English speaking background living in rural and remote areas. Wollongong, N.S.W: Published for the Office of Multicultural Affairs, Dept. of the Prime Minister and Cabinet by the Centre for Multicultural Studies, University of Wollongong, 1991.

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17

Graham, Patricia Albjerg. Schooling America. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195172225.001.0001.

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In this informative volume, Patricia Graham, one of America's most esteemed historians of education, offers a vibrant history of American education in the last century. Drawing on a wide array of sources, from government reports to colorful anecdotes, Graham skillfully illustrates Americans' changing demands for our schools, and how schools have responded by providing what critics want, though never as completely or as quickly as they would like. In 1900, as waves of immigrants arrived, the American public wanted schools to assimilate students into American life, combining the basics of English and arithmetic with emphasis on patriotism, hard work, fair play, and honesty. In the 1920s, the focus shifted from schools serving a national need to serving individual needs; education was to help children adjust to life. By 1954 the emphasis moved to access, particularly for African-American children to desegregated classrooms, but also access to special programs for the gifted, the poor, the disabled, and non-English speakers. Now Americans want achievement for all, defined as higher test scores. While presenting this intricate history, Graham introduces us to the passionate educators, scholars, and journalists who drove particular agendas, as well as her own family, starting with her immigrant father's first day of school and ending with her own experiences as a teacher. Invaluable background in the ongoing debate on education in the United States, this book offers an insightful look at what the public has sought from its educational institutions, what educators have delivered, and what remains to be done.

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