Dual Language Education in New York City and Philadelphia: a Comparative Analysis Looking Within and Beyond Language Policies
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Brooklyn Transit Primary Source Packet
BROOKLYN TRANSIT PRIMARY SOURCE PACKET Student Name 1 2 INTRODUCTORY READING "New York City Transit - History and Chronology." Mta.info. Metropolitan Transit Authority. Web. 28 Dec. 2015. Adaptation In the early stages of the development of public transportation systems in New York City, all operations were run by private companies. Abraham Brower established New York City's first public transportation route in 1827, a 12-seat stagecoach that ran along Broadway in Manhattan from the Battery to Bleecker Street. By 1831, Brower had added the omnibus to his fleet. The next year, John Mason organized the New York and Harlem Railroad, a street railway that used horse-drawn cars with metal wheels and ran on a metal track. By 1855, 593 omnibuses traveled on 27 Manhattan routes and horse-drawn cars ran on street railways on Third, Fourth, Sixth, and Eighth Avenues. Toward the end of the 19th century, electricity allowed for the development of electric trolley cars, which soon replaced horses. Trolley bus lines, also called trackless trolley coaches, used overhead lines for power. Staten Island was the first borough outside Manhattan to receive these electric trolley cars in the 1920s, and then finally Brooklyn joined the fun in 1930. By 1960, however, motor buses completely replaced New York City public transit trolley cars and trolley buses. The city's first regular elevated railway (el) service began on February 14, 1870. The El ran along Greenwich Street and Ninth Avenue in Manhattan. Elevated train service dominated rapid transit for the next few decades. On September 24, 1883, a Brooklyn Bridge cable-powered railway opened between Park Row in Manhattan and Sands Street in Brooklyn, carrying passengers over the bridge and back. -
Income Inequality in New York City and Philadelphia During the 1860S
Income Inequality in New York City and Philadelphia during the 1860s By Mark Stelzner Abstract In this paper, I present new income tax data for New York City and Philadelphia for the 1860s. Despite limitations, this data offers a glimpse at the income shares of the top 1, 0.1, and 0.01 percent of the population in the two premier US cities during an important period in our economic history – a glimpse previously not possible. As we shall see, the income shares of top one percent in New York City in the 1860s and mid-2000s are comparable. This combined with recent data and our knowledge of US history highlights new questions. Introduction In July 1863, New York City was ravaged by riots which extend for four full days. These riots are most commonly known for their anti-draft and racist elements. However, economic inequality was also a major factor motivating the mob. “Here [the working classes]… have been slaving in abject poverty and living in disgusting squalor all their days, while, right by their side, went up the cold, costly palaces of the rich,” explained the New York Times in October. “The riot was essentially and distinctly a proletaire outbreak,” continued the Times, “such as we have often foreseen – a movement of the abject poor against the well-off and the rich.” 1 In this paper, I present new income tax data for New York City and Philadelphia for 1863 and 1868 and 1864 to 1866, respectively. This data allows a glimpse at the income shares of the top 1, 0.1, and 0.01 percent of the population in the two premier US cities during an important period in our economic history – a glimpse previously not possible. -
Dual Language Education: Answers to Questions from the Field Barbara Kennedy & José Medina, Center for Applied Linguistics
September 2017 Dual Language Education: Answers to Questions From the Field Barbara Kennedy & José Medina, Center for Applied Linguistics Dual language education refers to programs that provide grade-level content and literacy instruction to all students through two languages—English and a partner lan- guage. In one-way dual language programs, the partner language is the native language of all of the students in the class. In two-way programs, approximately half the stu- dents are native speakers of the partner language and the other half are native speak- ers of English. Dual language programs typically begin in kindergarten or first grade and continue for a minimum of 5 years and have the goals of promoting bilingualism and biliteracy, high levels of academic achievement, and cross-cultural competence. An ideal dual language program would serve students from kindergarten through Grade 12, but the vast majority are implemented in elementary schools. For English learners, dual language programs offer a positive alternative to monolingual English instruction (also known as English immersion) and transi- tional bilingual education, which often do not provide the support English learners need to achieve academically and graduate at the same rates as their English-fluent peers (de Jong, 2014; Genesee, Lindholm-Leary, Saunders, & Christian, 2005; Lind- holm-Leary & Genesee, 2014). English learner participation in dual language educa- tion is associated with improved academic (Valentino & Reardon, 2014), linguistic, and emotional outcomes (Lindholm-Leary & Borsato, 2001). In addition to closing the achievement gap for English learners (Thomas & Collier, 2012), dual language education provides opportunities for all students to gain valuable multilingual and cross-cultural skills that prepare them to thrive in today’s global world. -
Phonetic Enhancement and Three Patterns of English A-Tensing
University of Pennsylvania Working Papers in Linguistics Volume 23 Issue 1 Proceedings of the 40th Annual Penn Article 21 Linguistics Conference 2017 Phonetic Enhancement and Three Patterns of English a-Tensing Yining Nie New York University Follow this and additional works at: https://repository.upenn.edu/pwpl Recommended Citation Nie, Yining (2017) "Phonetic Enhancement and Three Patterns of English a-Tensing," University of Pennsylvania Working Papers in Linguistics: Vol. 23 : Iss. 1 , Article 21. Available at: https://repository.upenn.edu/pwpl/vol23/iss1/21 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/pwpl/vol23/iss1/21 For more information, please contact [email protected]. Phonetic Enhancement and Three Patterns of English a-Tensing Abstract English a-tensing has received numerous treatments in the phonological and sociolinguistic literature, but the question of why it occurs (i) at all and (ii) in seemingly unnatural disjunctive phonological environments has not been settled. This paper presents a novel phonetic enhancement account of a-tensing in Philadelphia, New York City and Belfast English. I propose that a-tensing is best understood as an allophonic process which facilitates the perceptual identity and articulatory ease of nasality, voicing and/or segment duration in the following consonant. This approach unifies the apparently unnatural phonological environments in which the two a variants surface and predicts the attested dialectal patterns. A synchronic account of a-tensing also provides -
The Reversal of a Sound Change in Cincinnati Stephanie M
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarlyCommons@Penn University of Pennsylvania Working Papers in Linguistics Volume 3 Issue 1 (N)WAVES and MEANS: A selection of Article 19 papers from NWAVE 24 1-1-1996 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel Charles Boberg This paper is posted at ScholarlyCommons. http://repository.upenn.edu/pwpl/vol3/iss1/19 For more information, please contact [email protected]. The Reversal of a Sound Change in Cincinnati This working paper is available in University of Pennsylvania Working Papers in Linguistics: http://repository.upenn.edu/pwpl/vol3/ iss1/19 The Reversal of a Sound Change in Cincinnati Stephanie M. Strassel and Charles Boberg University of Pennsylvania 1 Introduction One of the most important variables for characterizing and distinguishing American English dialects is the phoneme /'iJ:./, or "short-a", the sound of mat, mass and man. Many dialects have two main allophones of l'i1:-/: a tense ['iJ:.h], characterized by phonetic raising along the outer perimeter of the vowel space and the development of a central in-glide; and a lax, monophthongal ['iJ:.] more or less in the position of cardinal ['iJ:.]. In some dialects these allophones have split into two phonem~. Labov (1991:12), in putting forth a tertiary typology of English dialects, calls this split one of two "pivot points" in American English. Some of the oldest American dialects, those on the Atlantic Coast and in the South, have tense /'iJ:./ in a restricted set of environments, most commonly before front nasals, voiceless fricatives and varying subsets of the voiced consonants. -
Dual Language Program Overview
DUAL LANGUAGE PROGRAM OVERVIEW Research support that students in Dual Language Programs outperform students who participate in transitional and developmental bilingual Programs Leslie Davison Hillsborough County Public Schools 2021-2022 SCHOOL YEAR Elementary Dual Language Programs K-1 K-3 K-4 Canella Reddick Bellamy Deer Park Westchase Crestwood Ruskin Hillsborough County Public Schools Mission Hillsborough County Public School’s Dual Language Immersion Program in partnership with students, parents, and the community, will establish a strong, standards-based curriculum, which promotes high academic achievement in both Spanish and English. It will cultivate global competence and an appreciation for a multicultural society. Vision Preparing bilingual, biliterate, and bicultural students for life. Hillsborough County Public Schools WHAT IS THE DUAL LANGUAGE PROGRAM? ➢A program that fosters the development of a students’ oral, written and reading proficiency in two languages. ➢Students in the Dual Language program are on a pathway to biliteracy with the goal of attaining the prestigious Florida State Seal of Biliteracy upon high school graduation. Hillsborough County Public Schools WHAT SHOULD YOU EXPECT FROM THE DUAL LANGUAGE PROGRAM? ➢ Become bilingual, biliterate and bicultural in both English and Spanish. ➢ Receive daily instruction in both English and in Spanish for all subject areas. ➢ Be taught the skills necessary to compete in a global society ➢ Gain an appreciation for other cultures ➢ Experience both languages through experiments, -
Dual-Language Programs in U.S. Schools
DUAL-LANGUAGE PROGRAMS IN U.S. SCHOOLS AN ALTERNATIVE TO MONOCULTURAL, MONOLINGUAL EDUCATION Eugene E. Garcia And Bryant Jensen Arizona State University (Draft 1/17/06) . Educating in Multiple. Languages: Myths It is often the case that resistance to children learning more than one language rests on a set of myths regarding multilingualism and dual language instruction. Some of these are outlined in the table below. Language Learning / Education Myths ON MULTILINGUALISM ON INSTRUCTION • “Learning a language is difficult enough, • “We need to teach English and non- learning two or more languages leads to English speakers English as quickly as interference with neither language being possible to give them the basics they will learned.” need later to learn content.” • “Learning two or more languages • “Support of the native language takes confuses children because they must time away from time which could be operate with two sets of symbols. This allowed for English language leads to thinking problems.” instruction.” • “Utilizing two or more languages during instruction confuses children causing them to tune-out.” Replication of proven models in dual-language immersion and attempts to design and implement such programs within a supportive framework can be highly positive for students and lead to academic and social success—discrediting these myths. Introduction to Dual-Language Immersion Dual Language (DL) programs are relatively new in the United States. After the reauthorization of the Elementary and Secondary Education Act (ESEA) in 1994, a large federal effort related to the education of dual language students was launched. It was at this point that the US Department of Education promoted the development of educational programs whose goal was dual language competency for both language minority students speaking a non-English home language as well as for students whose home language was solely English. -
LIC Comprehensive Plan Phase 1
LONG ISLAND CITY COMPREHENSIVE PLAN PHASE 1 LONG ISLAND CITY Phase Comprehensive Plan 1 SUMMARY REPORT 1 LONG ISLAND CITY COMPREHENSIVE PLAN PHASE 1 ACKNOWLEDGMENTS The Long Island City Comprehensive Plan has received pivotal support from public and private funders: NYS Senator Michael Gianaris NYC Economic Development Corporation NYS Assemblywoman Catherine Nolan Consolidated Edison Co. of N.Y., Inc. NYC Council Speaker Melissa Mark-Viverito Cornell Tech NYC Council Majority Leader Jimmy Van Bramer Ford Foundation Queens Borough President Melinda Katz TD Charitable Foundation Empire State Development Verizon Foundation NYC Regional Economic Development Council The LICP Board Comprehensive Plan Steering Committee provided invaluable input, feedback and support. Members include, Michelle Adams, Tishman Speyer Richard Dzwlewicz, TD Bank Denise Arbesu, Citi Commercial Bank Meghan French, Cornell Tech David Brause, Brause Realty John Hatfield, Socrates Sculpture Park Tracy Capune, Kaufman Astoria Studios, Inc. Gary Kesner, Silvercup Studios Mary Ceruti, SculptureCenter Seth Pinsky, RXR Realty Ebony Conely-Young, Long Island City YMCA Caryn Schwab, Mount Sinai Queens Carol Conslato, Consolidated Edison Co. of N.Y., Inc. Gretchen Werwaiss, Werwaiss & Co., Inc. Jenny Dixon, The Isamu Noguchi Foundation Jonathan White, White Coffee Corporation and Garden Museum Richard Windram, Verizon Patricia Dunphy, Rockrose Development Corp. Finally, thank you to the businesses and organizations who responded to our survey and to everyone who participated in our focus groups and stakeholder conversations. Your participation was essential to informing this report. Summaries and lists of participants can be found in the Appendices. 2 LONG ISLAND CITY COMPREHENSIVE PLAN PHASE 1 ABOUT THIS REPORT TABLE OF CONTENTS Phase 1 of the Comprehensive Plan and this report was completed by Long Island City Partnership with the assistance of Public Works Partners and BJH Advisors. -
How Educators Can Advocate for English Language Learners
How Educators Can Advocate for English Language Learners ALL IN! TABLE OF CONTENTS LISTEN UP! ...................................................................................................................4 WHY ADVOCATE FOR ENGLISH LANGUAGE LEARNERS? ...............................6 Underserved and Underrepresented .................................................................7 All Advocacy Is Local .............................................................................................8 Demographics Are Destiny ..................................................................................9 ADVOCACY IN ACTION ......................................................................................... 10 Five Steps to ELL Advocacy ................................................................................11 Web Resources ....................................................................................................13 Additional Rtng ....................................................................................................13 CURRICULUM ACCESS AND LANGUAGE RIGHTS............................................ 15 Ensuring Equal Access ........................................................................................15 Valuing Home Languages ..................................................................................16 Advocacy Strategies ............................................................................................16 Scenario 1 .............................................................................................................17 -
Resource for Self-Determination Or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification Among Alaska Native Students
EdWorkingPaper No. 21-420 Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter University of Oregon University of Oregon University of Oregon Federal law defines eligibility for English learner (EL) classification differently for Indigenous students compared to non-Indigenous students. Indigenous students, unlike non-Indigenous students, are not required to have a non-English home or primary language. A critical question, therefore, is how EL classification impacts Indigenous students’ educational outcomes. This study explores this question for Alaska Native students, drawing on data from five Alaska school districts. Using a regression discontinuity design, we find evidence that among students who score near the EL classification threshold in kindergarten, EL classification has a large negative impact on Alaska Native students’ academic outcomes, especially in the 3rd and 4th grades. Negative impacts are not found for non-Alaska Native students in the same districts. VERSION: June 2021 Suggested citation: Umansky, Ilana, Manuel Vazquez Cano, and Lorna Porter. (2021). Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students. (EdWorkingPaper: 21-420). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/mym3-1t98 ALASKA NATIVE EL RD Resource for Self-Determination or Perpetuation of Linguistic Imposition: Examining the Impact of English Learner Classification among Alaska Native Students* Ilana M. Umansky Manuel Vazquez Cano Lorna M. Porter * As authors, we’d like to extend our gratitude and appreciation for meaningful discussion and feedback which shaped the intent, design, analysis, and writing of this study. -
English Grammar in American Schools Before 1850
DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION BULLETIN, 1921, No. 12 ENGLISH GRAMMAR IN AMERICAN SCHOOLS BEFORE 1850 By ROLLO LAVERNE LYMAN THE UNIVERSITY OF CHICAGO .e WASHINGTON GOVERNMENT PRINTING OFFICE 1922 ADDITIONAL COPIES OF THIS PUBLICATION NAT BE pm-let:Ran FROM THE SCPERINTICNDENT OF DOCUMENTS GOVERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY CONTENTS. Page. Introduction 5 Chapter I.Early instruction In the vernacular precedingEnglish gram- mar 11 1. Character of vernacular instruction In English. 1596-1422 12 2. Reasons for early emphasis on vernacular in America 15 3. Character of vernacular instruction in America. 1620-1720 17 Chapter IT. -Early apitearanes of English grammar inAmerica... 21 1. SChools and schoolmasters teaching Englishgrammar before 1775 ... 0 21 , 2. English grammars in America before 1781. 33 3. Early instruction in English grammar in Americancolleges 36 Chapter 11.1. - =Influences adding grammars to the curriculum 43 1. Franklin's English school 43 2. The influence of the Philadelphia English school 49 3. Educational theories supporting grammar in Americapp to 1775 .55 Chapter !V.The rapid rise of grammar after 1775 70 1. The legislative recognition of grammar 70 2. The flood of textbooks after 1784 77 3. The .extent of, lustruction in grammar th repre,entative.States. 1800 -1850 82 4. The status of grammhr. 1850 to 1870 02 Chapter S.Traditional rriethodh of teaching Lan grammar transferred to English grammar 103 1. Grammar as an art.. 105 2. Methods used in stadying Lily, and Latingrammar in general seventeenth century 107 3. Latin methods carried directly to Englishgrammar memorization 111 4. -
New Yorkers Moving to Philadelphia Job Growth Plus Affordability Key Attractors
More New Yorkers Moving to Philadelphia Job Growth Plus Affordability Key Attractors Since 2015, and prior to the pandemic, more people had been moving from New York City (NYC) to Philadelphia than had been moving from Philadelphia to New York City, based on a CCD analysis of Census data. 1 After losing more people to NYC than migrated to Philadelphia from 2010 to 2014, net migration to Philadelphia turned positive in 2015 and increased each year since, reaching a net positive of 1,790 in 2018, the most recent year for which data is available. The positive trend reflected both increased moves from NYC to Philadelphia (4,568 in 2018) and declining moves from Philadelphia to NYC (2,778). Move To Philadelphia Move From Philadelphia Net Moves 2010 3,536 2,904 632 2011 3,240 3,135 105 2012 3,087 3,330 (243) 2013 2,982 3,426 (444) 2014 2,838 3,460 (622) 2015 3,219 3,098 121 2016 3,458 3,059 399 2017 4,167 3,160 1,007 2018 4,568 2,778 1,790 These trends correspond with a significant increase in employment in Philadelphia that began in 2014 when Philadelphia job growth jumped from +3,000 in 2013 to +8,400 in 2014 and continued to accelerate to +14,900 jobs in 2018. Job growth continued in 2019 and early 2020, prior to the pandemic. There was significant positive net migration to Philadelphia from the boroughs of Brooklyn and Queens each year from 2010 to 2018. Beginning in 2014, there was also positive net migration from the Bronx to Philadelphia.