ERIC Number: ED231186
Record Type: RIE
Publication Date: 1983-Feb
Self Concept Studies in Bilingual Education: A Review and Critique.
Baral, David P.
This study expands the scope of an earlier review by examining a larger database of self concept studies in bilingual education and by relating the findings in bilingual education to general studies of the self concept in the educational literature. The traditional view of self concept as an intervening variable is found to be reflected in the compensatory education literature, and in literature on self concept and academic achievement. Three basic models have been suggested as alternatives to the traditional one. With regard to bilingual education, two types of studies were found: (1) impact studies that examine the effects of bilingual programs on the development of the self concept, and (2) comparative studies that tested the hypothesis that bilingual programs are more successful than monolingual programs in enhancing the student's self image. A total of 40 studies addressing these two questions are reviewed. While the literature supports the hypothesis that bilingual education aids self concept development, the position is taken that the traditional paradigm may need to be replaced. It is suggested that research should concentrate on the process of self concept formation in successful bilingual programs and that the view be accepted that self concept is something that happens in school, not prior to school. (AMH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual International Bilingual Bicultural Education Conference (12th, Washington, DC, February 15-19, 1983).