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ERIC Number: ED349262
Record Type: RIE
Publication Date: 1992-Feb-26
Reference Count: 0
The Seattle Public Schools Department of Transitional Bilingual Education and the Origins of the G-Step Program.
Buenaventura, Lisa; Donlin, Mike
Within the Seattle (Washington) public schools, potentially 1 out of every 5 students in any given classroom speaks a language other than English, and 1 in every 10 speaks little or no English. More than 75 different languages and dialects are spoken by students in the Seattle School District, with most languages being of Asian origin. However, there are relatively few language minority teachers or teachers trained in second language instruction available in the system. The Seattle Public School System, in response to requests from teachers and building administrators, has offered inservice workshops on second language instruction for several years. This paper describes the development of a two-year preservice teacher certification program, developed by the Seattle Public Schools in collaboration with Seattle Pacific University, to recruit minority and bilingual teachers. The program, the Graduate Secondary Teacher Education Program (STEP), is a part-time program which includes initial field experience and a 10-week full-day internship. A primary focus of this recruitment and training effort is the existing bilingual instructional assistants who work in the schools. The attachments to this paper include a fact sheet on STEP, instructional assistant survey forms, and demographic statistics of the language composition of Seattle School District's bilingual population. (IAH)
Descriptors: Bilingual Education Programs, Bilingual Teacher Aides, Bilingual Teachers, College School Cooperation, Elementary Secondary Education, English (Second Language), Graduate Study, Higher Education, Inservice Teacher Education, Minority Group Teachers, Preservice Teacher Education, Program Development, School Demography, Second Language Instruction, Teacher Recruitment
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Seattle Pacific University WA; Seattle Public Schools WA
Note: Paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (San Antonio, TX, February 25-28, 1992).