ERIC Number: ED230348
Record Type: RIE
Publication Date: 1983-Apr
Reference Count: 0
Instructional Systems for Bilingual Children.
Ortiz, Flora Ida
Instructional systems for bilingual children are extraordinarily under the teachers' control. The role teachers actualize and the classroom practices they engage in are determined by the teachers' work-orientations and incentive systems. Work-orientations and incentive systems are fundamental in the resolution of schooling dilemmas, i.e., control, curriculum, and societal. A teacher oriented towards the production of achievement and viewing teaching as the way to socially relate in the organization sees that children do well in school and derives pleasure from teaching. This teacher treats the child as a whole, thinking, rational being. The child's time, the way learning takes place, and the standards for classroom behavior and performance are under the teacher's control. Because this teacher enjoys teaching, presenting knowledge as a process in the classroom is commonplace. He or she views motivation as being at least partially extrinsic in that the teacher must activate it. As the teacher attempts to teach to all and produce achievement, a norm is created within the classroom which reflects an overall system of behavior rather than fragmented activities and expectations. It is through this means that the individual cultural characteristics of the students are integrated into a social system which goes about learning in a bilingual classrom. Thus, the instructional systems for bilingual children are under the teachers' control. (NQA)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).