Second Partial Exam Study Guide:

A) Bilingual Education Basics II file: Juan Victor Ramrez

1. How was interest in bilingual education resurrected? Slide 2
The interest in bilingual education was resurrected with the Civil Rights Movement, notably
because of interest in native language instruction, placement of children with disabilities, and
desegregation.

2. Year/purpose of bilingual education act. Slide 3

The bilingual education act was founded in 1968. The purpose of the bilingual education act
was that one of establishing bilingual programs for children whose first language was not
English, and it also became the basis for a number of seminal court cases.

3. Opposition statements, Slide 6

Responses to Bilingual Programs
Those who promote bilingual education as reasonable and democratic
Those who oppose bilingual education
On the grounds that American education has always provided upward mobility
for those willing to work
On the grounds that the nation will be destroyed if we do not continue to offer
a monocultural and monolinguistic education
Those who assert that pluralism in education is less a remedial effort than it is a long
overdue affirmation of a social reality

4. Proposition 227 intent, Slide 8

The Bilingual Education Backlash Education
Proposition 227 (also from California)
Requires teachers in California schools to teach limited English proficient students in
special classes almost entirely in English
Reduces the time students are allowed to stay in these classes (usually one year)

*Motherese: (Linguistics) the simplified and repetitive type of speech, with exaggerated
intonation and rhythm, often used by adults when speaking to babies.
5. Whos eligible for bilingual education under 1984 Act? Slide 9
Defining who is and who is not bilingual
The 1984 reauthorized Bilingual Education Act defines limited English proficient (LEP) individuals
as:
Those not born in the U.S.
Those whose native language is not English
Those from environments in which English is not the dominant language
Those Native American groups where languages other than English are commonly used

6. Types of bilingual education programs by implementation, Slides 10-11

Types of Bilingual Programs by Approach of Implementation in the United States
Submersion Programs: a sink or swim approach, students are placed in regular
English-speaking classrooms.
English as a Second Language (ESL): students stay in the regular classroom for most of
the day but are pulled out at various times for English instruction.
Transitional Bilingual Education: efforts are made to phase out the students native
language while developing a facility in English as quickly as possible.
Structured Immersion Programs: students are taught by teachers fluent in the students
native language, but instruction is in English and teacher responses are also primarily in
English.

B) Bilingual Education Basics III file: Omar Reynoso

7. Years to acquire social, oral and academic proficiency in English.

Social-interactional language is developed most quickly, generally within six months to

two years;

Hakuta et al. (2000) reported that developing oral language proficiency can take between
3-5 years for English language learners in U.S. schools;

Academic-transactional language and literacy skills, take longer to develop, usually

between 4-7 years or longer.

8. What happens with bilinguals as time goes by in language proficiency tests?

As they get older, bilinguals start to catch up with monolinguals in the tests where they show the
biggest deficits (Picture Vocabulary and Peabody Picture Vocabulary Test).

*Motherese: (Linguistics) the simplified and repetitive type of speech, with exaggerated
intonation and rhythm, often used by adults when speaking to babies.
9. What happens to Spanish-speaking bilinguals as time goes by in language proficiency tests?
As they get older, bilinguals who speak only Spanish at home start to catch up with bilinguals who
speak English & Spanish at home in the tests where they show the biggest deficits (Picture
Vocabulary and Peabody Picture Vocabulary Test).

10. Effects of language spoken at home, how do 2-way education bilingual students perform.
2-way children outperform English Immersion children in Spanish, especially in reading, which
was also true in English tests.

11. Understand studies conclusions.

Implications for Educational Programs :

2-way education leads to better Spanish skills.
2-way education does not detract (much) from English skills (at least by 2nd
grade).
Neither English Immersion nor 2-way bilinguals spoke English as well as
monolinguals.
Linguistic :
Reading and Writing skills cross language.
Oral skills are more language-specific.

C) Two-Way Bilingual Education file: Winston Castillo

12. TWB core features, Slide 4

Target language is used for a significant part instructional day.

Periods of instruction using only one language.
Native English speakers and target language-native speakers participate.
Students are integrated for most content instruction.

13. TWB major goals, Slide 5

High levels of proficiency in students first language and in a target language.

Academic performance at or above grade level as measured in both languages.
Psychosocial competence and positive cross-cultural attitudes.

14. TWB foundations in L.A. (language acquisition) research, Slide 9

Language input is adjusted to conceptual and linguistic level (motherese*, etc.).

Language input is challenging for the native students.
Concentrated exposure to language is important to promote language development.
Languages are not mixed.

*Motherese: (Linguistics) the simplified and repetitive type of speech, with exaggerated
intonation and rhythm, often used by adults when speaking to babies.