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ERIC Number: ED097157
Record Type: RIE
Publication Date: 1974-Apr
Pages: 54
Abstractor: N/A
Reference Count: 0
Models of Bilingual Education, Grades K-3, for a Planned Variation Study.
Bernal, Ernest M., Jr.
The Office of Economic Opportunity (OEO) and, most recently, the National Institute of Education (NIE) have been involved in contemplating a national planned variation study of bilingual education. In order to determine the feasibility of such a massive study, several approaches to bilingual education, with emphasis on bicultural as well as bilingual considerations, were developed. Next, usable models were extracted and cast into a planned variation experimental design. It was specified that these models represent a theoretical or methodological base, embody an observably distinct approach to education, be operational long enough to make a difference in the children's academic competencies (in this case K-3), and have reasonable possibilities of acceptance by the professional and ethnic communities having to implement and support them. The four models delineated shared the following characteristics: (1) affective, academic, and linguistic objectives on which to base lesson sequences and content, student placement, and progress; (2) growth in both English and Spanish language proficiency; (3) provision for staff training, classroom materials, and community participation at each site; (4) specific strategies relating to awareness of and respect for the cultural, linguistic, and social variables of the installation site; and (5) specific methods for assessing these strategies and objectives and for monitoring the installation and its effects on the population. The models are: the Behaviorist Model, the Immersion Model, an Eclectic Model, and a Child-Centered Model. (NQ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.; Office of Economic Opportunity, Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.
Note: Paper presented at the Annual Meeting of the American Educational Research Association (59th, Chicago, Illinois, April 1974)