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ERIC Number: ED440548
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 20
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Dual Language Asymmetry: Symbolic Inequalities.
Amrein, Audrey
The intent of this paper is to examine dual language instruction by describing a 50-50 language immersion program operating at Leigh Elementary School in Phoenix, Arizona. Specifically examined are the challenges encountered as school personnel worked to provide language minority students with greater opportunities to learn in six dual language classroom settings. The paper is divided into three parts: methodology, findings, and feedback. Individuals that favor dual language programs contend that because dual language practice relies upon a reciprocal approach, dual language students acquire dual language proficiency without the need for teachers to translate from one language to another. This result depends on instructional, resource, and student symmetry. In practice, however, asymmetry was found in all three areas. Instructional code switching asymmetry was found in effect with advantaged native English-speaking students. English teachers were monolingual, while Spanish speaking teachers were bilingual. There was a tendency for Spanish-speaking teachers to clarify their instructions in English for native English-speaking students (code switch) as needed, while such translation (code switching) was not available to native Spanish-speaking children. Furthermore, contrary to program guidelines, the acquisition of English was given priority over the acquisition of Spanish. Spanish language resources were generally of inferior quality and quantity to English language resources, and the school was never able to attain a stable 50-50 ratio of native English- and Spanish-speaking students. A literature review and bibliography are included. (KFT)
For full text: http://www.public.asu.edu/~ala3171/.
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A