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ERIC Number: ED145996
Record Type: Non-Journal
Publication Date: 1977-Feb-24
Bilingual-Bicultural Education in the Southwest.
Davey, William G.; Chiavacci, Walter P.
Since the resurgence of bilingual schooling in the early sixties, the southwestern states have provided substantial leadership in facilitating the growth and development of cultural pluralism and bilingual education. Visible are two types of bilingual education programs: assimilation models which are designed to produce ethnic language shift, and pluralistic models which tend to foster native language and cultural maintenance while acquiring the second linguistic code and culture. Although the earliest bilingual programs in the Southwest were predominantly oriented to the Spanish speaking, current programs have diversified to include various Native American and Asian languages. As bilingual-bicultural programs grow, the need for increased supporting services, adequate teacher training, and effective program evaluation becomes critical. The paper reviews the incidences of bilingualism and lack of educational achievement of non-English minorities in the southwestern states and the steps taken to provide educational programs responsive to the needs of these students; gives a statement of definitions; and discusses the rationale, programs, structure, and implications of bilingual-bicultural education in the Southwest. Appended are guidelines for: Arizona's bilingual teachers; the professional preparation for the Bilingual/Cross-Cultural Specialist; the evaluation of individual teacher performance in a bilingual setting; the evaluation of bilingual programs in California. (NQ)
Descriptors: American Indians, Biculturalism, Bilingual Education, Bilingual Teachers, Cross Cultural Training, Cultural Pluralism, Educational Change, Educational History, Educational Philosophy, Evaluation Criteria, Guidelines, Language of Instruction, Mexican Americans, Multicultural Education, Non English Speaking, Program Content, Program Evaluation, Spanish Speaking, Teacher Education, Teacher Evaluation
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A