"The Role of the Administrator and Teacher in Teaching Reading to Prima" by Marie Oliger
 

Date of Award

7-1969

Degree Type

Master's Essay - Restricted

Degree Name

Master of Education (MEd)

Department

Education

First Advisor

George F. Donovan

Second Advisor

Lester L. VanGilder

Third Advisor

A. Gray Thompson

Abstract

Thousands of youngsters are attending schools today where the language, customs and standards are different from those to which they are accustomed. This is a major concern to many educators who must learn new methods of approach in teaching in order to cope with this fast growing problem. Teachers must learn how to draw these children into the mainstream of life without destroying their own cultural distinctiveness. Since the most important force in the teaching of non-English speaking children is the teacher, she must understand that to be culturally different is not to be devoid of culture and that non-English-speaking children are unique selves and have the feeling of belonging in their own group. In order to help them, she must "add to" their already existent knowledge and not try to make them shed what they have learned in their native culture. Teachers should be aware that it is important to identify with the non-English-speaking child so that he can learn that language makes us human, that it is applicable to everyday home and school life, and that language has power in describing people, relationships, feelings, environment and problems. The educational problem is to make this concept a part of the total curriculum.

Comments

A Research Paper Submitted to the Graduate Faculty of the Education Department, Marquette University in Partial Fulfillment of the Requirements for the Degree of Master of Education, Milwaukee, Wisconsin

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