Date of Award

12-7-2009

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

Abstract

Bilingualism refers to an individual’s ability to proficiently use multiple languages. Bilingual education, then, refers to all programs that seek to teach using two specific languages. Bilingual education’s goals are to not only academically but also culturally embrace the student learner and prepare them for the competitive, global market. This research project heralds the merits and challenges of each teaching model (two-way immersion, transitional, and developmental) being utilized in the United States. It argues the challenging question of best practices for these models as they are employed for future generations of K-12 learners, taking into account the various groups both in favor of and opposed to such programs. Legislation, as it bears on the study, is highlighted to bring current modes of thought into the conversation.

In order to center the analysis, the research begins with an overall historical perspective. The discussion continues in observing types of program models, opposition arguments, and program benefits. The project concludes with an overview of successful models and incorporates anecdotal evidence as part of the discussion. Conclusions drawn from this research suggest that the key to scholastic success is found in appropriate time given for academic proficiency in the target language, in this case, English, to reap the true benefits of any bilingual educational effort.

Comments

Abstract added by the repository, to aid in discoverability.

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