ERIC Number: ED196617
Record Type: RIE
Publication Date: 1980-Apr-7
Bilingual Education at the Graduate Level and Its Relevance to a Culturally Pluralistic America.
Weryackwe, Suzanne L.
Directors of 67 bilingual education university programs and centers were surveyed to ascertain: philosophical aspects on what professionals regard as the basis for groundwork to accomplish educational aims in bilingualism/ biculturalism; various approaches applied to bilingual education; any specific direction where bilingual education should be heading; ramifications of institutional behavior; any viability of state support through legislation. There was a 31% response and a strong rationale was indicated for bilingual education in America. The following conclusions on bilingual/multicultural education in America were reached: approaches are changing from compensatory to two-way enrichment; cultural factors are becoming increasingly essential for enhancement of cognitive and affective development; bilingual/multicultural education provides tremendous advantages for universal improvement; further development and dissemination of curriculum materials is needed; there is no national policy providing direction to the states on determining effective criteria; there is a lack of adequate instruments for assessing students with limited English speaking ability; there is more emphasis on Masters and Doctoral degrees in bilingual/multicultural education; research in this field is becoming more prevalent and this is necessary to meet future trends. (AN)
Descriptors: Bilingual Education, Cultural Influences, Cultural Pluralism, Definitions, Doctoral Degrees, Educational Change, Educational Objectives, Educational Philosophy, Educational Research, Ethnic Groups, Higher Education, Instructional Materials, Masters Degrees, Multicultural Education, Relevance (Education), School Surveys, State Aid
Publication Type: Reports - Evaluative; Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April, 7-11, 1980).