ERIC Number: ED054071
Record Type: RIE
Publication Date: 1971-Sep
Reference Count: 0
The Implications of Bilingual Education for Developing Multicultural Sensitivity Through Teacher Education.
Zintz, Miles V.; And Others
Teachers must be continuously alert to the differences in languages, values, and customs and seek to understand their students as real people. Otherwise the student who must learn English as a second language develops insecurity instead of security. When the acceptable norm in a class has been based on the work of the typical middle-class Anglo, the culturally different student has had failure predetermined for him. Language maturity needs to be assessed in these children in terms of auditory discrimination of all the necessary phonemes, and the habitual use of the correct syntax of grammar. Interaction with the teacher on an individual basis is also crucial for the child. If the child understands sound patterns in English, the beginning instruction should be in English; if he understands Spanish, the instruction should be in Spanish. The second language should be introduced systematically but gradually, to develop genuine bilingualism in the student. The bilingual-bicultural program encompasses all the domains of the learning process. The student should acquire the concepts and skills of two languages, and should attain a positive self-image through the understanding of the value of his own culture. A multicultural program increases the appreciation of the contributions of other cultures, and fosters the democratic ideals. (MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Communication (DHEW/OE), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Teacher Education, Washington, DC.