TY - JOUR
AU - Garcia, Eugene E.
AB - 130 BOSlON UNIVERSITY EFFECTNE INSTRUCTION FOR LANGUAGE MINORITY STUDENTS: THE TEACHER Eugene E. Garcia University of California, Santa Cruz In the fervent debate over how best to educate bilingual students, one issue is often overlooked: the effectiveness of teachers. Research has focused primarilyon competing types oflanguage minority programs, and the results have been inconclusive. Over the last decade, project assessment reports have not yielded any clear-cut answers as to the effectiveness of different program types (for reviews, see August &. Garcia, 1988; Baker &. de Kanter, 1983; Hakuta &. Gould, 1987; Troike, 1981;Willig, 19851. Thus, rather than em­ phasizing differential program effects, this paper focuses on teaching. I have attempted to identify those attributes which characterize "exemplary" teachers serving language minority students in the elementary school years. A concernfor the effectiveness of teachers is not new. From the earliest days ofevaluatingeducational programs, the quality ofthe instructional staff has been considered a significant feature [Heath, 19821. Unfortunately, this concern has often been missing in the evaluation of programs serving language minority students. "Effectiveness"has been defined byan empirical concern regarding the significance of the use/non-use of the students' native the academic development ofthe English language [August &. language and Garcia, 19881. 
TI - Effective Instruction for Language Minority Students: The Teacher
JF - Journal of Education
DO - 10.1177/002205749117300210
DA - 1991-04-01
UR - https://www.deepdyve.com/lp/sage/effective-instruction-for-language-minority-students-the-teacher-HnhkTPymtV
SP - 130
EP - 141
VL - 173
IS - 2
DP - DeepDyve
ER -