Bilingual/Bicultural Education: A Need for Understanding. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6.

Autor/in	Woodford, Protase E.
Institution	American Council on the Teaching of Foreign Languages, New York, NY.
Titel	Bilingual/Bicultural Education: A Need for Understanding. The Challenge of Communication. ACTFL Review of Foreign Language Education, Vol. 6.
Quelle	(1974), (37 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bibliografie; Biculturalism; Bilingual Education; Bilingualism; Cultural Background; Cultural Pluralism; Educational Objectives; Elementary Secondary Education; English (Second Language); Evaluation Criteria; Higher Education; Language Instruction; Language Maintenance; Language of Instruction; Language Skills; Multicultural Education; Program Development; Program Evaluation; School Community Relationship; Second Language Learning; Student Evaluation; Teacher Attitudes; Teacher Education + Suchen Sie Ihr Suchwort? Bikulturalität; Bilingual teaching; Bilingualer Unterricht; Bilingualismus; Kulturpluralismus; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sprachpflege; Teaching language; Unterrichtssprache; Language skill; Sprachkompetenz; Multikulturelle Erziehung; Programmplanung; Programme evaluation; Programmevaluation; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Lehrerverhalten; Lehrerausbildung; Lehrerbildung
Abstract	This article discusses the varieties of bilingualism, types of bilingual programs, goals and program implementation, measurement and evaluation of bilingual/bicultural programs, teacher preparation, the impact of the ESEA Title VII Bilingual Education Act, sample programs, the question of language "standards," and studies about program outcomes. The term "bilingual" refers to persons who demonstrate abilities in two languages. Most bilinguals demonstrate mastery of one language and less than educated native speaker competence in the other language. Goals of bilingual/bicultural education vary from transition to English and rapid assimilation into the dominant culture to parallel programs in both English and the home language. A promising way to develop English literacy in children whose home language is other than English is to begin by teaching them to read and write in their home language, while acquiring skills in English. Bicultural programs stress understanding of and respect for the child's home culture and consideration of the home culture in teacher training and the program of studies. Understanding the attitudes of the non-English-speaking community and involving them in program planning are important. Reliable and valid measures of the language abilities of teachers and children in English and the home language in all skills are needed, and evidence of change in attitudes and self-concept of children should be gathered and evaluated. Progress of children in bilingual programs should be compared with children in traditional programs. (SW)
Anmerkungen	Not Available Separately; See FL 009 619
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01