ERIC Number: ED335930
Record Type: RIE
Publication Date: 1990
Reference Count: 0
Creating Successful Learning Contexts for Biliteracy.
Based on a long-term comparative ethnographic study in two Philadelphia (Pennsylvania) public schools, the study reported here describes what two teachers do to create successful learning contexts for the biliterate development of linguistic minority children in their classes. Two classrooms situated in contrasting community, program, and language contexts are examined: a fourth/fifth grade in a two-way maintenance bilingual education program for Puerto Rican children and a fourth grade in a mainstream/English-as-a-Second-Language pullout program for Cambodian children. The learning contexts are discussed in terms of four themes identifying critical aspects of contexts for teaching biliteracy: motivation, purpose, text, and interaction. Specifically, the study asks what it is that these teachers do that goes beyond good teaching to be good teaching for biliteracy, and how their approaches differ according to the particular configuration of biliterate contexts, biliterate media, and individual biliterate development of the linguistic minority children in their classes. (Author/MSE)
Descriptors: Bilingual Education Programs, Cambodians, Classroom Environment, Comparative Analysis, Educational Objectives, English (Second Language), Grade 4, Grade 5, Institutional Characteristics, Instructional Materials, Interaction, Intermediate Grades, Interpersonal Relationship, Learning Motivation, Puerto Ricans, Second Language Programs, Student Characteristics, Urban Schools
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers: Biliteracy; Language Minorities; Philadelphia School District PA; Pullout Programs
Note: In: Penn Working Papers in Educational Linguistics, Volume 6, Number 1; see FL 019 419.