A Two-Way Bilingual Program: Promise, Practice, and Precautions.

Autor/inn/en	Calderon, Margarita; Carreon, Argelia
Institution	Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Titel	A Two-Way Bilingual Program: Promise, Practice, and Precautions.
Quelle	(2000), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Classroom Techniques; Educational Change; Elementary Secondary Education; English (Second Language); Foreign Countries; Language Minorities; Multicultural Education; Politics of Education; Professional Development; Program Evaluation; Second Language Instruction; Second Language Learning; Spanish Speaking; Student Evaluation; Teacher Education; Two Way Immersion Programs; Mexico + Suchen Sie Ihr Suchwort? Lösungsstrategie; Klassenführung; Bildungsreform; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Sprachminderheit; Multikulturelle Erziehung; Educational policy; Bildungspolitik; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Lehrerausbildung; Lehrerbildung; Mexiko
Abstract	In spite of political pressure, bilingualism is emerging as a strategy for improving the academic achievement of all students. Two-way bilingual or dual-language programs integrate language-minority and language-majority students for instruction in two languages. Site-based decision making has enabled schools in cities that border with Mexico to implement two-way bilingual programs in which minority and majority students can become bilingual, biliterate, and bicultural. Complex instruction for the binational context requires that teachers combine a profound knowledge of subject matter with a wide repertoire of teaching strategies, states of the art knowledge about learning theory, cognition, pedagogy, curriculum, technology, and assessment. The education of language minority students is dependent on the degree to which these children have access to instruction that is challenging yet comprehensible. This report focuses on one effort to implement comprehensive, two-way bilingual programs in four schools. The goals of this project included the following: (1) to document the design, implementation, and program adjustments of the two-way bilingual program; (2) to analyze teacher performance and professional development in the context of implementing complex change; (3) to identify the pedagogical variables that facilitate or impede learning through two languages simultaneously; (4) to identify the most promising program features and the school structures for program implementation, and the role of the principal within these. The report accomplishes this in four successive sections, followed by a fifth summary section discussing implications and recommendations. (Contains 133 references.) (KFT)
Anmerkungen	For full text: http://: www.csos.jhu.edu.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC