Commentary: AERA and the Study of Non-English Languages in American Education

Autor/in	Valdés, Guadalupe
Titel	Commentary: AERA and the Study of Non-English Languages in American Education
Quelle	In: American Educational Research Journal, 54 (2017) 1, S.307 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216678319
Schlagwörter	Stellungnahme; College Second Language Programs; Bilingual Education; Immersion Programs; Academic Achievement; Educational Research; Professional Associations; Court Litigation + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Immersionsprogramm; Schulleistung; Bildungsforschung; Pädagogische Forschung; Rechtsstreit
Abstract	Controversy surrounding the role of non-English languages in American education has a long history. In the 100 years in which the American Educational Research Association (AERA) has been in existence, two Supreme Court decisions have addressed this issue ("Meyer v. Nebraska," 1923, and "Lau v. Nichols," 1974); federal legislation has authorized and reauthorized compensatory bilingual education over 3 decades; and state legislation has first authorized and then prohibited or strongly limited the use of the primary languages of Indigenous and immigrant-origin students in education (e.g., Proposition 227 in California and Proposition 203 in Arizona). As AERA begins its second hundred years of existence, the inclusion of the article, "Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data," by Steele et al. in the Centennial Issue of "American Educational Research Journal" ("AERJ") is significant in that it brings into focus the central position of language in American education. It is important to stress that, until the last decade or so, research on bilingual education had been published primarily in specialized language-oriented journals ("Bilingual Research Journal," "TESOL Quarterly," "International Journal of Bilingual Education and Bilingualism") and, except for members of the Bilingual Education special interest group, was not well known to the general AERA membership. Inclusion of language issues as part of the larger focus on diversity and equity is a welcome direction. In this brief commentary, Guadalupe Valdés situates this article within established and more recent work in bilingual education for "AERJ" readers who may be new to this area of study. [This article offers a commentary on "Effects of Dual-Language Immersion Programs on Student Achievement: Evidence from Lottery Data" (EJ1155308).] (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01