A discussion of bilingual education programs in Chicago schools.
Written in 2002; 2,504 words; 14 sources; MLA; $ 76.95
Paper Summary:
This paper examines how bilingual education programs, such as those implemented by Chicago Public schools, provide students whose native language is not English a means to acquire adequate education in a diverse and nurturing environment. It looks at how many opponents of bilingual education programs have stated that such programs merely perpetuate the lack of fluency in the English language for non-native speakers. However, it shows how programs actually encourage students to become more fluent and cognizant in the English language, and often learn in a more enjoyable and supportive environment than others.
Outline
Background
Chicago's Bilingual Program
Teacher Instruction
Research
Data
Controversy
Conclusion
From the Paper:
"The transitional program provides language instruction in the native language first, and then in English. For many students the native language is Hispanic. Many educational studies exist that show that students enrolled in Bilingual programs such as those offered in Chicago schools typically learn English more quickly than those not enrolled, and typically drop out of high school at a reduced rate (Dinges, 1976). One of the reasons hypothesized for this dramatic reduction in drop out rates is the likelihood that a students attitude will be significantly better in a bilingual program. Students feel less ostracized, and understand more easily the lessons offered in a bilingual setting. Additionally, they are surrounded by students facing the same challenges, and are more likely to feel that they are among peers."
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