The Bilingual Education Act was passed in 1968 to address the challenges faced by emerging bilingual students in U.S. schools. Fifty years later, ideologies promoting bilingual education persist with a discourse of "one nation, one territory, one language nationalism." The bilingual and multiple language repertoires necessary for…

Although current and former English Learner (EL) or "ever-EL" students comprise one of the fastest-growing K-12 populations, we still know relatively little about the factors that influence their college-going. Using Perna's seminal college-going model as a launching point, we propose a policy-driven empirical approach to explore how…

The Bilingual Education Act (BEA) was a signature piece of legislation and was especially significant as a legislative accomplishment for Latinos and Native Americans as part of the Great Society programs and the Civil Rights Movement of the 1960s. While Senator Ralph Yarborough of Texas and President Lyndon Johnson have historically been credited…

Relying on life history and memory as methodology, this essay unearths the memories of schooling of five Mexican American teachers at a dual-language school in San Antonio, locating their memories of trauma within the history of language oppression and cultural exclusion in U.S. public schools. In re(membering) their schooling experiences as…

Describes follow-up survey of 71 graduates from University of Texas San Antonio's Title VII Bilingual Education training project. Findings support emphasis on extra-curricular training activities. Perceived areas of weakness include math and science methods. Overall, ex-trainees maintain strong positive attitudes toward bilingual education despite…

This report is concerned with bilingual bicultural education programs in Spanish and Creole French, offered in District 22, Brooklyn, New York. Student selection, class structure, staff characteristics, and monitoring of student progress are described. Curriculum materials are listed for the following: (1) bilingual French classes in reading,…

This paper discusses the treatment of minority group children in the public schools. Noting that the school's approach to the child's first language may determine where the child is "afforded great opportunity or faced with formidable problems," the author states: "The opportunity comes when the school works to build upon and…

Despite an increasing number of English-language learners (ELLs) in U.S. schools and a trend toward placing them in mainstream classrooms, relatively little attention has been paid to synthesizing and appraising the extant research on how future mainstream teachers are prepared to teach this student population. To shed light on this topic, the…

This evaluation focuses primarily on student achievement in a Title VII bilingual/bicultural education program at Junior High School 45 in New York City's East Harlem. The program, which served approximately 325 predominantly Hispanic students in 1977-78, is described in terms of its instructional components, student grouping, evaluation…

How do the expectations for bilingual educational programs of legislators, educators, parents, students and ethnic leaders match one another? What expectations are implicit in the actual practice of schools, of homes, of evaluators? How does all this fit in with what we understand about the best way for children to learn a language? This paper…