An Evaluation of La Salle College's Master of Arts Program in Bilingual/Bicultural Studies (Spanish), 1982-83.

Autor/in	Offenberg, Robert M.
Titel	An Evaluation of La Salle College's Master of Arts Program in Bilingual/Bicultural Studies (Spanish), 1982-83.
Quelle	(1983), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bilingual Education Programs; College Faculty; College Second Language Programs; English (Second Language); Federal Aid; Field Experience Programs; Higher Education; Language Teachers; Masters Programs; Multicultural Education; Program Evaluation; Second Language Instruction; Spanish; Teacher Education; Teaching Methods; Teaching Styles + Suchen Sie Ihr Suchwort? Fakultät; English as second language; English; Second Language; Englisch als Zweitsprache; Praxisnahes Lernen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Magister course; Magisterstudiengang; Multikulturelle Erziehung; Programme evaluation; Programmevaluation; Fremdsprachenunterricht; Spanisch; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstil; Unterrichtsstil
Abstract	La Salle College's three-track Bilingual/Bicultural Master of Arts Program is described and its first operational year (September 1982 - August 1983) is evaluated. Track I served teachers of English as a second language, Spanish as a first language, and other classes within bilingual education programs. Track II served students from other fields wishing to develop competence in Spanish: for example, nurses and police with extensive contact with the Spanish-speaking community. Track III served non-degree students, some of whom were educators. All faculty were bilingual in English and Spanish, equal emphasis was given to language, culture, and educational practice, and field experience was part of the program. The program evaluation concentrates on Tracks I and III, funded by Title VII. The classes were found to be more varied than in most graduate programs, with more than one instructional approach used in each course. The languages of instruction were both Spanish and English in all but Spanish language classes. A summer immersion program included language, workshop, and field experience components. The field work involved observation or volunteering at an institution or organization serving a Hispanic clientele. Student evaluations of instruction were generally highly positive, and negative assessments were followed up. Formative evaluation of students' progress indicated most were doing acceptable graduate work, although some would have benefited from help with mechanics such as writing and research skills. The program was generally found to be well-conceived and well-managed, consistent with the philosophy of bilingual education, and successful in helping students meet its goals. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC