This paper presents a summary of two articles on bilingual education: (1) an article by Jones (1991) regarding the implementation of bilingual and ESL programs; and (2) an article by Leone and Cisneros (1991) on educational equity as it relates to language minority students. The two summaries are followed by a final section of the paper in which the two articles are compared and contrasted.
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 Observations of central administrative offices and schools as well as a review of historical documents or data were used to supplement interview data.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, were viewed as superficial with a need to modify the district organization before any real school reform would be forthcoming. In other words, change the system before trying to really change schools.
However, despite the negative general views, assessments of new bilingual/ESL programs were highly positive. Program strengths said to explain these positive views included:
(1) The perceptions that the change was a district-wide process and not just a localized school effort;
(2) S...