Bilingual Education

Noting that there has been very little research that has examined the actual processes involved in implementing bilingual and ESL programs, Jones (1991) examined the process for three large urban school districts located in the midwest, southwest and west coast areas of the United States. Methods consisted of on-site interviews with district personnel involved in the change process (e.g. superintendents, curriculum supervisors, program managers, school administrators, and teachers). Observations of central administrative offices and schools as well as a review of historical documents or data were used to supplement interview data.

The study was qualitative in nature with data analysis being used toward the following purposes: (1) To determine respondents' perceptions of elements important to implementing the new program; and (2) To gain information that will help school districts to more effectively implement changes.

Regarding district personnel's perceptions, cynicism and low levels of motivation for change were found. Change programs in general,

. . .
id to entail several steps. These include: (1) determining how native speakers use oral and written language and then using this information as a foundation for ESL efforts; (2) using cooperative instructional strategies; (3) the use of an empowering (but not patronizing) instructional approach in which teachers respect and are sensitive to the culture and needs of language minority students; and (4) the creation of an active, holistic and democratize learning environment. Regarding teacher-teacher relations, Leone and Cisneros (1991) report that it is important for ESL teachers and regular teachers to share their perceptions of language minority students. Also, it is said that both groups of teachers need to establish a problem-solving approach; that is, they must be solution focused. As for the school-community domain, it is pointed out that equity is fostered through the formation of a coalition among the home, the school, the community, and the police, a coalition in which people of diverse socioeconomic strata work together in a democratic fashion. Leone and Cisneros (1991) note that it is especially important to make sure that parents of language minority children have a voice in their children's education and are not jus
. . .

Some common words found in the essay are:
Leone Cisneros, United Methods, Leone Cisneros', Americans English, Education NABE, , language minority, minority students, language minority students, cisneros 1991, EA Cisneros, Minority Students, leone cisneros, leone cisneros 1991, Jones TG, jones 1991, bilingual/esl programs, Articles Jones, equity language minority, educational equity, equity language, school districts, involved implementing, educational issues language, bilingual esl programs,
Approximate Word count = 1378
Approximate Pages = 6 (250 words per page)

More Essays on Bilingual Education