By Rebecca D. Freeman
A normal creation to bilingualism, bilingual schooling, and minority schooling within the usa, and an ethnographic/discourse analytic examine of ways one "successful" dual-language programme demanding situations mainstream US academic progammes that discriminate opposed to minority scholars and the languages they communicate. Implications for study perform and perform in different college and neighborhood contexts are emphasised.
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Additional info for Bilingual Education and Social Change
Whenever I describe how Oyster's dual-language program is organized to challenge mainstream US discourse practices, I am asked what happens when students leave Oyster Bilingual School. While this study was not designed to address this question, the first part of Chapter 11 provides a preliminary answer and suggests directions for future research on the local level. More importantly, it suggests directions for educational research and practice. The second part of Chapter 11 then expands on these suggestions by summarizing the main theoretical and methodological points of my ethnographic/ discourse analytic approach for researchers and educators who want to analyze how bilingual educational policies are interpreted and implemented in other school and community contexts.
Mathematics and content-area groups are developed by the teaching teams. Often key vocabulary may be introduced in both languages. < previous page page_25 next page > < previous page page_26 next page > Page 26 The end result of instruction at Oyster is the development of students who are biliterate and bicultural and who have learned all subject areas in both languages. (Oyster Bilingual School Teachers' Handbook: 1) As is obvious from the Bilingual Program policy statement, the explicit goal of the dual-language plan is for all students to become bilingual in Spanish and English and to learn content-areas in both languages.
In this way, schools were supported entirely by the community, teachers were often recruited from the community, and the language of instruction was frequently the language of the community (Malakoff & Hakuta, 1990). Changing Demographics and Changing Attitudes Toward Linguistic Diversity This section describes how changing immigration patterns to the United States in the 1900s challenged the discourse of tolerance that had characterized mainstream US schools and society until that time. Monolingualism in English came to be equated with political loyalty to the United States as public institutions and officials exerted strong pressure on new arrivals to abandon their native language and culture as quickly as possible.
Bilingual Education and Social Change by Rebecca D. Freeman