ERIC Number: ED314943
Record Type: RIE
Publication Date: 1989-Jun
Contextual Complexities: Written Language Policies for Bilingual Programs. Occasional Paper No. 10.
Edelsky, Carole; Hudelson, Sarah
This document presents the view that for teaching and learning written language, teachers and students in bilingual education programs must have autonomy and must be able to appropriately account for local conditions. Upper-level government policies should be broad, non-specific, and linked to appropriate general goals. Diverse and complex local contexts preclude the establishment of uniform policies, contexts such as teachers' bilinguality and biliteracy, language use in the community, and pressure from regional, state, and national forces. Issues that should be considered when developing local policies include the nature of written language acquisition, the language resources available, the treatment of written products in each language, and the value and consequence of writing ability. (MSE)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: California Univ., Berkeley. Center for the Study of Writing.