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ERIC Number: ED097799
Record Type: RIE
Publication Date: 1972-May
Pages: 30
Abstractor: N/A
Reference Count: 0
Ethnic Group Schooling and the Massachusetts Transitional Bilingual Education Act.
Chin, Big-Qu; Duda, Halyna
Ethnic schools (supplementary schools conducted on Saturday and weekday afternoons and religion-affiliated day schools) in the Boston area were surveyed in order to determine the effect of the Massachusetts Transitional Bilingual Education Act (TBEA) on ethnic schooling and the possibilities of ethnic school involvement with TBEA. The schools studied were Roman Catholic parish schools and two types of ethnic supplementary schools: (1) those serving new immigrants along with American-born ethnics; and (2) those serving ethnic groups which no longer have sizable numbers of new immigrations. Questionnaires were used to collect data from ethnic school teachers and directors. The findings showed that the TBEA is perceived as having: (1) a potential negative impact on the educational efforts of certain ethnic groups, i.e., Chinese and Greek; (2) no impact on the supplemental educational efforts of groups that immigrated primarily before the mid-1950's, i.e., Armenians and Poles; (3) no impact on Roman Catholic parochial schools serving ethnically homogeneous parishes. Methods for involving the ethnic group schools in the implementation of the TBEA are suggested. Concluding the study are recommendations for State recognition and support of ethnic schools because of their valuable role in the process of socialization of immigrant children, as well as the preservation and development of bilingualism in both immigrant and native-born children. A brief history of the TBEA and a copy of the Act and the questionnaire are provided. (LG)
Publication Type: Books
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A