ERIC Number: ED461275
Record Type: Non-Journal
Publication Date: 1997
Going Systemwide with Bilingual Education. Directions in Language & Education.
Anstrom, Kris; Silcox, Barbara
In many school districts, particularly large urban districts, there has been an increase in the number of language minority students and in the linguistic and sociocultural diversity of these students. Historically, programs that served these students tended to operate and be administered separately from the mainstream program. Recent federal legislation has sought to end such fragmentation and isolation of compensatory education programs. The reauthorized Bilingual Education Act (1994) attempts to link the education of limited-English-proficient (LEP) students to efforts to reform the entire school system. The 32 projects funded in fiscal year 1995 are distributed across fourteen states and serve 420,000 LEP students from over 40 language groups. A study of districtwide reform indicates that a number of factors facilitated districtwide implementation of bilingual education. They include: collaboration among mainstream and bilingual/English-as-a-Second-Language (ESL) personnel; placement of bilingual/ESL personnel in key district positions; articulation that removes barriers to cooperation; strong leadership; staff development; peer teaching and mentoring; planning for change; qualified teachers; active teacher and school personnel support; and participation of parents as partners in the process. Appendices contain a list of the districtwide programs, an excerpt of the federal legislation, and a list of additional resources. (Contains 18 references.) (MSE)
Descriptors: Articulation (Education), Bilingual Education, Bilingual Education Programs, Change Strategies, Educational Change, Educational Trends, Elementary Secondary Education, English (Second Language), Federal Legislation, Leadership, Mentors, Organizational Climate, Peer Teaching, Program Administration, Program Descriptions, Public Policy, School Districts, Second Language Programs, Staff Development, Teacher Qualifications, Trend Analysis
For full text: http://www.ncbe.gwu.edu/ncbepubs/directions/11.htm.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Bilingual Education, Washington, DC.