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Policy and practice in a case study from Buffalo, New York: Is bilingual education effective day-to-day in classrooms?

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Abstract:

This paper examines the effectiveness of bilingual education in day-to-day classroom practices under Title III of ESEA (Elementary and Secondary Education Act). Notably, when the Bilingual Education Act which was initiated in 1968 has been replaced by Title VII, then Title III of ESEA, many scholars argue that it gives a distinctly English-focused flavor by forcing the “rapid” learning and acquisition of the English language. This paper explicates how bilingual education policies are implemented on the school level in order to discuss the effectiveness of the current school-based bilingual education. This is a qualitative research with the goal of investigating the implementation of bilingual policy and teasing out some factors that contribute to its effectiveness in practice, if any. Research methods include ethnographic interviews with ELL teachers in a school district of Buffalo area; classroom observations and content analysis (e.g., policy documents and student achievement records).
Preliminary findings indicate that 1) Teachers have different understandings towards the implementation of Title III: some of them are keen on dual-ways bilingual instruction, but others adopt an English-focused instruction. 2) Most teachers confirm that it is effective to use students’native languages to explain difficult part of a lesson. 3) Qualified bilingual teacher, active parent involvement, political support from school administrators and leaders are some factors that could facilitate the bilingual education.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
URL:
http://www.cies.us


Citation:
URL: http://citation.allacademic.com/meta/p492928_index.html
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MLA Citation:

Du, Wei. "Policy and practice in a case study from Buffalo, New York: Is bilingual education effective day-to-day in classrooms?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p492928_index.html>

APA Citation:

Du, W. , 2011-04-30 "Policy and practice in a case study from Buffalo, New York: Is bilingual education effective day-to-day in classrooms?" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p492928_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper examines the effectiveness of bilingual education in day-to-day classroom practices under Title III of ESEA (Elementary and Secondary Education Act). Notably, when the Bilingual Education Act which was initiated in 1968 has been replaced by Title VII, then Title III of ESEA, many scholars argue that it gives a distinctly English-focused flavor by forcing the “rapid” learning and acquisition of the English language. This paper explicates how bilingual education policies are implemented on the school level in order to discuss the effectiveness of the current school-based bilingual education. This is a qualitative research with the goal of investigating the implementation of bilingual policy and teasing out some factors that contribute to its effectiveness in practice, if any. Research methods include ethnographic interviews with ELL teachers in a school district of Buffalo area; classroom observations and content analysis (e.g., policy documents and student achievement records).
Preliminary findings indicate that 1) Teachers have different understandings towards the implementation of Title III: some of them are keen on dual-ways bilingual instruction, but others adopt an English-focused instruction. 2) Most teachers confirm that it is effective to use students’native languages to explain difficult part of a lesson. 3) Qualified bilingual teacher, active parent involvement, political support from school administrators and leaders are some factors that could facilitate the bilingual education.


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