| Title: |
FAIR TRADE: TWO-WAY BILINGUAL EDUCATION |
| Authors: |
Lightbown, Patsy M. |
| Source: |
ELIA: Estudios de Lingüística Inglesa Aplicada; No. 7 (2007); 9-34 ; ELIA: Estudios de Lingüística Inglesa Aplicada; Núm. 7 (2007); 9-34 ; 2253-8283 ; 1576-5059 |
| Publisher Information: |
UNED // Universidad de Sevilla |
| Publication Year: |
2017 |
| Collection: |
UNED: Revistas Cientificas (Universidad Nacional de Educación a Distancia) |
| Subject Terms: |
bilingual education; two-way bilingual education; minority language; enseñanza bilingüe; enseñanza bilingüe de doble vía; lengua minoritaria |
| Description: |
One approach to bilingual education that has gained increasing support from parents, educators, and researchers in the United States is one in which English language learners and English proficient students share a classroom and receive instruction in both English and the dominant language of the English language learners. In most such two-way bilingual education programs, the stated goal is for both groups of students to learn each other’s language. In this paper, I briefly review the background to this approach.Following this, I present a case study of one such two-way bilingual program in which the student population came from Latino and African-American backgroundsSome of the Latino students were Spanishdominant while others knew little Spanish. The African-American students knew little or no Spanish when they arrived at school and, furthermore, many had limited experience with the variety of Standard American English spoken in the classroom. Students in the two-way bilingual education program did as well as or better than their peers who were being educated either in English-only classes or in transitional bilingual education classes. For students in the two-way program, Spanish reading ability for Spanish speakers developed at a faster rate than English reading ability for English speakers, and Spanish-dominant students did better in English than Englishdominant students did in Spanish. Data from classroom observation show that the formal assessment procedures were not able to capture much of the learning that took place in the classrooms. Nevertheless, the findings add to the evidence found in previous research that two-way bilingual education is an effective approach for both English proficient students and English language learners.ResumenUn enfoque empleado para la enseñanza bilingüe que viene recibiendo un respaldo cada vez mayor por parte de padres, educadores e investigadores de los EE.UU. consiste en la integración de aprendices de inglés y de usuarios nativos de la lengua, los cuales ... |
| Document Type: |
article in journal/newspaper |
| File Description: |
application/pdf |
| Language: |
Spanish; Castilian |
| Relation: |
https://revistas.uned.es/index.php/ELIA/article/view/18087/15239; https://revistas.uned.es/index.php/ELIA/article/view/18087 |
| Availability: |
https://revistas.uned.es/index.php/ELIA/article/view/18087 |
| Rights: |
Derechos de autor 2017 ELIA: Estudios de Lingüística Inglesa Aplicada |
| Accession Number: |
edsbas.69799D06 |
| Database: |
BASE |