Integrated Bilingual Education: An Alternative Approach

Autor/in	de Jong, Ester
Titel	Integrated Bilingual Education: An Alternative Approach
Quelle	In: Bilingual Research Journal, 30 (2006) 1, S.23-44 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
Schlagwörter	Bilingual Education; Immersion Programs; Integrated Curriculum; Mainstreaming; Bilingual Teachers; English (Second Language); Elementary School Students; Portuguese; Spanish Speaking; Native Speakers; Data Collection; Elementary School Teachers; Teacher Collaboration; Student Participation; Bilingual Education Programs; Interpersonal Relationship + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Portugiesischunterricht; Muttersprachler; Data capture; Datensammlung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	Despite the importance of the integration of English language learners with native English speakers for social, academic, and linguistic purposes, few models of integrated bilingual education, other than two-way immersion programs, exist. This article describes one district's effort to design a K-5 late-exit bilingual program with an integration component. The study focused on the experiences of 35 bilingual and standard curriculum teachers who integrated their students for content area instruction. Analysis of written reflections submitted over 1 school year illustrates the positive influence of integration on social relationships and program status, and highlights teacher collaboration as a condition for success. The study also stresses that issues of language status and unequal student participation must receive explicit attention in integrated classrooms. (Contains 1 table and 1 endnote.) (Author).
Anmerkungen	National Association for Bilingual Education. 1030 15th Street NW, Suite 470, Washington, DC 20005. Tel: 202-898-1829; Fax: 202-789-2866; E-mail: nabe@nabe.org; Web site: http://www.nabe.org/publications.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10