ERIC Number: ED428840
Record Type: RIE
Publication Date: 1999-Mar-19
Bilingualism and Multiculturalism Go to Early Childhood Programs.
Fernandez, Roy Ceferino
This presentation on the preparation of early childhood teachers addresses implication of multiculturalism and bilingual education in early childhood programs. The purpose of the presentation was threefold: (1) to increase understanding of bilingualism and multiculturalism; (2) to compare and contrast bilingualism and multiculturalism; and (3) to explore implications for the preparation of teachers and the development of strong early childhood programs. Following a brief overview, the first section of the paper addresses "Bilingual Education," including the acquisition of English, bilingualism and cognitive development, bilingualism and social development, and bilingualism and parental involvement. The second section addresses "Multicultural Education." The final section addresses implications for early childhood teacher preparation programs. This section asserts that teacher education programs must: (1) provide opportunities and encourage faculty and teacher education students to reflect on their own values; (2) provide internships at community based organizations serving many cultures; (3) teach ways of working with non-English speaking young children; and (4) encourage students to become pedagogically proficient in a language other than English. This section also contends that preschools and daycare centers must: (1) have a bilingual education program in place; (2) provide support in nurturing bilingual programs; (3) create culturally sensitive recruitment procedures; and (4) encourage staff diversification. (SD)
Descriptors: Bilingual Education, Bilingual Education Programs, Bilingual Students, Bilingual Teachers, Bilingualism, Cross Cultural Studies, Cultural Pluralism, Early Childhood Education, Knowledge Base for Teaching, Multicultural Education, Multilingualism, Teacher Education, Teacher Education Programs, Teacher Qualifications, Teachers
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the City University of New York Early Childhood Faculty Consortium (New York, NY, March 19, 1999).