User talk:Localboy33

Your submission at Articles for creation: sandbox (February 12)

Your recent article submission to Articles for Creation has been reviewed! Unfortunately, it has not been accepted at this time. The reason left by KJP1 was: Please check the submission for any additional comments left by the reviewer. You are encouraged to edit the submission to address the issues raised and resubmit when they have been resolved.

• If you would like to continue working on the submission, go to User:Localboy33/sandbox and click on the "Edit" tab at the top of the window.
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KJP1 (talk) 08:03, 12 February 2018 (UTC)

Hello, Localboy33! Having an article declined at Articles for Creation can be disappointing. If you are wondering why your article submission was declined, please post a question at the Articles for creation help desk. If you have any other questions about your editing experience, we'd love to help you at the Teahouse, a friendly space on Wikipedia where experienced editors lend a hand to help new editors like yourself! See you there! KJP1 (talk) 08:03, 12 February 2018 (UTC)

Welcome!

Hello, Localboy33, and welcome to Wikipedia! My name is Shalor and I work with the Wiki Education Foundation; I help support students who are editing as part of a class assignment.

I hope you enjoy editing here. If you haven't already done so, please check out the student training library, which introduces you to editing and Wikipedia's core principles. You may also want to check out the Teahouse, a community of Wikipedia editors dedicated to helping new users. Below are some resources to help you get started editing.

Handouts
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You can find answers to many student questions on our Q&A site, ask.wikiedu.org

If you have any questions, please don't hesitate to contact me on my talk page. Shalor (Wiki Ed) (talk) 16:34, 14 February 2018 (UTC)

I copied and paced my entire article to my sandbox because of how short it was. There are no sub-headings, but I feel that there is room to improve on that. I did another search on ProQuest and found another article on Baseline Data on distance education offerings in deaf education teacher preperation programs in the United States by Stryker,Deborah S. I have planned changes to all three paragraphs in my article. I would like to add the area of heritage language, which is different than bi-lingual studies, to the first paragraph. I would like to add the facts that there are Native Americans being taught their native tongues to preserve their languages in the second paragraph. I would also like to add ASL or American Sign Language to the list of commonly taught languages in the third paragraph. I think all of these changes would benefit the lead section. I also feel that these might be useful for sub-headins. In looking at other articles it seems that the lead section is an overview and the sub-headings are for more detail. If I am wrong I would appreciate some input. Depending on my feedback I will make the appropriate changes and submit them for approval.Localboy33 (talk) 23:50, 11 March 2018 (UTC)

Language education in the United States has historically involved teaching American English to immigrants and Spanish, French, Latin or German to native English speakers. Bilingual education was sponsored in some districts, often contentiously. Japanese language education in the United States increased following the Japanese post-war economic miracle. Chinese as a second language began to be taught more frequently in response to the Reform and opening of the People's Republic of China; this has included funding from the PRC Government.[1] In the aftermath of the September 11 terrorist attacks, US Senator Norm Coleman called Arabic "the next strategic language".[2]

High schools in Oklahoma offer Cherokee and other Indian languages as second languages to count toward a foreign language requirement, and thousands of students, both indigenous and non-indigenous, enroll in classes.[3] In North Carolina, the North Carolina House of Representatives has passed a state bill which mandates the requirement of constituent institutions of the University of North Carolina to recognize Cherokee as a language for which a student may satisfy a foreign language course requirement for degree completion.[4] The bill was introduced by North Carolina State Senators Jim Davis and Andrew Brock and was passed in the North Carolina Senate on May 13, 201.

Less Commonly Taught Languages (LCTLs) is a designation used for languages other than Spanish, French, and German, the three most commonly taught foreign languages in US Public Schools.

I copied and paced my entire article to my sandbox because of how short it was. There are no sub-headings, but I feel that there is room to improve on that. I did another search on ProQuest and found another article on Baseline Data on distance education offerings in deaf education teacher preperation programs in the United States by Stryker,Deborah S. I have planned changes to all three paragraphs in my article. I would like to add the area of heritage language, which is different than bi-lingual studies, to the first paragraph. I would like to add the facts that there are Native Americans being taught their native tongues to preserve their languages in the second paragraph. I would also like to add ASL or American Sign Language to the list of commonly taught languages in the third paragraph. I think all of these changes would benefit the lead section. I also feel that these might be useful for sub-headins. In looking at other articles it seems that the lead section is an overview and the sub-headings are for more detail. If I am wrong I would appreciate some input. Depending on my feedback I will make the appropriate changes and submit them for approval.Localboy33 (talk) 23:50, 11 March 2018 (UTC)

Language education in the United States has historically involved teaching American English to immigrants and Spanish, French, Latin or German to native English speakers. Bilingual education was sponsored in some districts, often contentiously. Japanese language education in the United States increased following the Japanese post-war economic miracle. Chinese as a second language began to be taught more frequently in response to the Reform and opening of the People's Republic of China; this has included funding from the PRC Government.[1] In the aftermath of the September 11 terrorist attacks, US Senator Norm Coleman called Arabic "the next strategic language".[2]

High schools in Oklahoma offer Cherokee and other Indian languages as second languages to count toward a foreign language requirement, and thousands of students, both indigenous and non-indigenous, enroll in classes.[3] In North Carolina, the North Carolina House of Representatives has passed a state bill which mandates the requirement of constituent institutions of the University of North Carolina to recognize Cherokee as a language for which a student may satisfy a foreign language course requirement for degree completion.[4] The bill was introduced by North Carolina State Senators Jim Davis and Andrew Brock and was passed in the North Carolina Senate on May 13, 201.

Less Commonly Taught Languages (LCTLs) is a designation used for languages other than Spanish, French, and German, the three most commonly taught foreign languages in US Public Schools.