Dual language programs: A study of program development, implementation, and outcomes
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| Publicado en: | ProQuest Dissertations and Theses (2006) |
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| Acceso en línea: | Citation/Abstract Full Text - PDF |
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| Resumen: | Bilingual education has become a disputatious topic in the United States, but it is invigorating for teachers of traditional bilingual programs and for public school administrators to observe students in dual language classrooms. The purpose of this case study is to analyze the processes employed in the development, implementation and outcomes of a dual language program in a year-round elementary public school setting in the Southwest. Several school districts in the Southwest of Texas have ventured forth in new directions implementing dual language programs. Working within the constraints and restrictions of State legal mandates and district policies, the researcher has first-hand experience and knowledge with the development and implementation processes of dual language programs. Dual language programs are on the increase across several school systems in the Southwest. This study profiles one dual language program where the program intent is to advance the academic gains of bilingual students in a low income, Spanish-dominant community. The study intends to make a contribution by sharing ways to create dual language programs that empower students as academic performers regardless of their language dominance. There is limited research documenting how dual language programs emerge and how they initially become operational. It is important to know what constraints and also what challenges are faced in the development and implementation of dual language programs in order for us to chart pathways that facilitate the processes for bilingual educators to initiate and operationalize quality dual language programs. The critical context of this case research challenges the reader to move beyond the participants' voices and their experiences and consider the transformative potential of dual language programs to advance bilingual education as an academic performing pedagogy in this country. In the 21st Century we must accommodate the demands of the "No Child Left Behind" Legislation and the multiple academic needs of our growing population of English language learners. Instructional leaders in public schools must become informed of the research to ensure the development of student-focused, learning-oriented, and supportive school climates. Grounded on the constructivist philosophy, students construct meaning and learning is evaluated based on what is actually taught. Teachers test what they teach and use test results to improve instruction. Key to this endeavor is the need to promote continuous individual as well as organizational learning. The exciting transformation of our public schools is inevitable and the commitment to excellence will be reflected on academic results and the individual student gains of all students. The presence of "change" must not be paralyzed by excuses, apologies, and unsupported justifications. Educators who aspire to reconceptualize bilingual educators in the United States are invited to implement dual language programs and embark on this provocative and exciting journey. |
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| ISBN: | 9781109872866 |
| Fuente: | ProQuest Dissertations & Theses Global |