ERIC Number: ED245576
Record Type: RIE
Publication Date: 1983-Sep
Language and Literacy Learning in Bilingual Instruction: Policy Report. Summary.
A study undertaken by the Southwest Educational Development Laboratory (SEDL) to assess the bilingual language and literacy education services made available by the school district to a group of Chinese American elementary school children in Seattle is the focus of a discussion on bilingual program policy formation. The role of theory in the policy-making process is considered, and it is concluded that part of the controversy and confusion about bilingual education comes from educators' and policy-makers' leap directly from research findings to policy implications without the intermediate step of theoretical interpretation of the findings. The major findings of the SEDL study are reviewed and related to previous research and theory concerning linguistic mismatch occurring when instruction is in a language not fully understood, the maximum exposure hypothesis of language learning, and the interdependence of first- and second-language skills. It is concluded that rational policy in regard to the education of minority students must abandon simplistic conventional wisdoms and acknowledge what is known and what is not yet known about second language learning and linguistic factors in academic learning. (MSE)
Publication Type: Reports - Evaluative; Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX. Div. of Language and Literacy.
Note: For related documents, see FL 014 432-436.