By Rebecca D. Freeman
Preferably, dual-language courses allow scholars from language backgrounds to develop into bilingual, in achieving academically via languages, and improve more desirable intergroup figuring out and family. although, there's little or no examine that demonstrates how a precise dual-language software features on the neighborhood point. This e-book presents a case learn of dual-language making plans and implementation at Oyster Bilingual college, a 'successful' Spanish-English public effortless university software in Washington, DC. the 1st 3 chapters offer vital historical past for knowing how Oyster's dual-language application interacts with the bigger sociopolitical context of minority schooling within the usa. Chapters 4-10 supply an in depth research of the way the choice academic process at Oyster Bilingual college demanding situations mainstream US academic courses and practices that discriminate opposed to minority scholars. The case examine demonstrates how Oyster's dual-language coverage, multicultural curriculum content material, student-centered association of school room interplay, and performance-based review practices jointly functionality to supply extra possibilities to language minority and language majority scholars than are typically on hand in mainstream US colleges. instead of awaiting language minority scholars to develop into monolingual in usual English and to assimilate to white middle-class norms, Oyster's academic software encourages all scholars to turn into bilingual in Spanish and English and to anticipate, tolerate, and appreciate linguistic and cultural variety in school and in society. This socializing discourse allows language minority and language majority scholars to take part and accomplish roughly both in class. The e-book concludes with a dialogue of implications for examine and perform in different institution and group contexts.
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Extra info for Bilingual Education and Social Change (Bilingual Education and Bilingualism 14)
Finally, I want to thank my family and friends for their never-ending support throughout this twelve year process. I especially appreciate my partner, Charles Field, for his love and encouragement as I brought this project to completion. Page 1 Chapter 1 Bilingual Education and Social Change: 'It's Much More Than Language' Linguistic and cultural diversity poses an enormous challenge to schools in many parts of the world. Educational policymakers and practitioners have choices in how they respond to this challenge, and the choices they make reflect ideological assumptions about students, learning and teaching, and the role of schools in society.
I paraphrase and summarize her critieria as follows: (1) In order for students to develop bilingual proficiency, dual-language programs must last at least four to six years; (2) they must focus on academic achievement; (3) there must be large quantities of comprehensible language input and opportunities for student output; (4) separation of languages for instruction is required; (5) the minority language must be used at least 50% of the time, or as much as 90-100 % of the time in the early grades; (6) the program must foster an additive bilingual environment; (7) a positive school environment is essential; (8) while an equal number of students from each language is optimal, there must at least be a large number of students from each language background in the program; (9) students should be actively involved with each other in their learning, with the teacher facilitating that process; (10) high-quality instructional personnel is critical; (11) home-school collaboration is required (Lindholm, 1990: 96-102).
Because Spanish-speaking and English-speaking students' needs are very different, my discussion addresses questions about goals for these populations separately. Dual-language programs are the only type of bilingual program in the United States that targets native English-speaking students. A common concern is whether intensive instruction through Spanish threatens native English-speaking students' development of English language and literacy skills. Althought this concern at first may seem well-founded, there is no evidence to support it.