An Emerging Description of Successful Bilingual Instruction: Executive Summary of Part I of the SBIF Study.

Autor/in	Tikunoff, William J.
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	An Emerging Description of Successful Bilingual Instruction: Executive Summary of Part I of the SBIF Study.
Quelle	(1983), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Basic Skills; Bilingual Education; Bilingual Education Programs; Classroom Communication; Classroom Environment; Classroom Techniques; Cubans; Cultural Awareness; Educational Assessment; Elementary Secondary Education; English (Second Language); Ethnic Groups; Hispanic Americans; Language of Instruction; Limited English Speaking; Mexican Americans; Program Effectiveness; Program Evaluation; Puerto Ricans; Scheduling; Student Participation; Teacher Characteristics; Teacher Influence; Teaching Styles + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Bilingual teaching; Bilingualer Unterricht; Klassengespräch; Klassenklima; Unterrichtsklima; Klassenführung; Kubaner; Cultural identity; Kulturelle Identität; Education; assessment; Bewertungssystem; English as second language; English; Second Language; Englisch als Zweitsprache; Ethnie; Hispanic; Hispanoamerikaner; Teaching language; Unterrichtssprache; Programme evaluation; Programmevaluation; Puerto Rican; Puerto-Ricaner; Disposition; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrstil; Unterrichtsstil
Abstract	The Significant Bilingual Instructional Features (SBIF) descriptive study identified, described, and verified important features of bilingual education for instuction of limited English proficient students. Part I involved the study of 58 classrooms and 232 students, grade K-12, at six diverse sites representing a variety of ethnolinguistic (Mexican, Puerto Rican, Cuban, Cantonese, and Navajo) and multilinguistic groups. The classrooms were nominated for their success as settings for bilingual instruction. A variety of qualitative and quantitative procedures were used to collect data on instructional organization, time allocation, teacher characteristics, classroom language use, students' academic learning time, and student participation styles. The investigation indicated that the nominated classrooms were characterized by (1) congruence of instructional intent, (2) use of active teaching behaviors, (3) use of the students' native language and English for instruction, (4) integration of English language development with basic skills development, and (5) use of information from the students' home culture. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC