Copyright 1998 San Antonio Express-News
San Antonio Express-News (Texas)
May 19, 1998, Tuesday , METRO
SECTION: A SECTION; Language Lessons: The Debate over Bilingual Education;
Pg. 1, Part A
LENGTH: 1629 words
HEADLINE: Style of teaching is key to effective bilingual ed
BYLINE: Analisa Nazareno; Express-News Staff Writer
BODY: LOS ANGELES - For friends and foes of bilingual education, it's a black-or-white issue - it works or it doesn't.
Researchers say the picture is more muddled. A national study shows bilingual programs are effective, if taught under the right circumstances.
"The research is quite clear. Bilingual education is a valid instrument," said Kenji Hakuta, a Stanford University professor who served as chairman for the National Research Council's committee on research development for the education of English-limited children.
"The bad news is that bilingual education alone is not going to solve the problem," Hakuta said. "It has to be seen as an instrument, along with a host of other instruments."
The committee produced a 1997 report, "Improving Schooling for Language-Minority Children: A Research Agenda." Advocates on both sides of the bilingual education debate cite the study to support arguments for and against bilingual education.
The programs have come under increasing scrutiny by Congress, state legislatures and educators.
Californians vote June 2 on the closely watched Proposition 227, which would end bilingual education and replace it with a one-year intensive English immersion course for limited English speakers.
The NRC report states many researchers have been biased, either for or against bilingual education, when they conduct studies.
Bilingual education advocates point to George Mason University researchers Wayne Thomas and Virginia Collier's 1995 study of 42,000 language-minority students.
In their report, Collier and Thomas conclude students participating in quality bilingual programs likely will perform as well as native English speakers, and possibly will outperform them once they reach high school.
Bilingual education detractors refer to a report by Boston University political science professor Christine Rossell, whose data showed students in bilingual education programs did no better, and in some cases fared worse, than children in English-as-a-second- language programs.
"Bilingual education is a topic that has so much emotion tied to it," said Alba Ortiz, associate dean of education at the University of Texas at Austin and a member of the team Hakuta was leading.
"That's why the NRC brought this research group together, to provide an objective perspective and some guidance on how to improve education for language minorities, not just to improve language instruction," Ortiz said.
The NRC researchers said the best reports show bilingual-education programs help students learn reading, writing, math and English when:
Schools have skilled teachers fully fluent in both languages.
Students are tested for their acquisition of English and other required subjects.
Schools are held accountable for learning.
Textbooks and other material are available in both languages.
Schools are focused on improving learning conditions.
Students stay enrolled at the same school for the duration of the program.
Parents are involved in their childrens' education.
The vast majority of California schools with language minorities don't offer effective bilingual programs, educators admit.
"There are some schools that are not implementing the program well. Some school districts just generally are not doing a good job educating. And others haven't chosen the best model to serve their students' needs," said David Dolson, manager of the Office of Language Policy and Leadership at the California Department of Education.
The San Antonio Express-News owns the copyright to this story. For a full copy of this story, e-mail Analisa and she will send you a clip via e-mail or snail mail.
San Antonio Express-News (Texas)
May 19, 1998, Tuesday , METRO
SECTION: A SECTION; Language Lessons: The Debate over Bilingual Education;
Pg. 1, Part A
LENGTH: 1629 words
HEADLINE: Style of teaching is key to effective bilingual ed
BYLINE: Analisa Nazareno; Express-News Staff Writer
BODY: LOS ANGELES - For friends and foes of bilingual education, it's a black-or-white issue - it works or it doesn't.
Researchers say the picture is more muddled. A national study shows bilingual programs are effective, if taught under the right circumstances.
"The research is quite clear. Bilingual education is a valid instrument," said Kenji Hakuta, a Stanford University professor who served as chairman for the National Research Council's committee on research development for the education of English-limited children.
"The bad news is that bilingual education alone is not going to solve the problem," Hakuta said. "It has to be seen as an instrument, along with a host of other instruments."
The committee produced a 1997 report, "Improving Schooling for Language-Minority Children: A Research Agenda." Advocates on both sides of the bilingual education debate cite the study to support arguments for and against bilingual education.
The programs have come under increasing scrutiny by Congress, state legislatures and educators.
Californians vote June 2 on the closely watched Proposition 227, which would end bilingual education and replace it with a one-year intensive English immersion course for limited English speakers.
The NRC report states many researchers have been biased, either for or against bilingual education, when they conduct studies.
Bilingual education advocates point to George Mason University researchers Wayne Thomas and Virginia Collier's 1995 study of 42,000 language-minority students.
In their report, Collier and Thomas conclude students participating in quality bilingual programs likely will perform as well as native English speakers, and possibly will outperform them once they reach high school.
Bilingual education detractors refer to a report by Boston University political science professor Christine Rossell, whose data showed students in bilingual education programs did no better, and in some cases fared worse, than children in English-as-a-second- language programs.
"Bilingual education is a topic that has so much emotion tied to it," said Alba Ortiz, associate dean of education at the University of Texas at Austin and a member of the team Hakuta was leading.
"That's why the NRC brought this research group together, to provide an objective perspective and some guidance on how to improve education for language minorities, not just to improve language instruction," Ortiz said.
The NRC researchers said the best reports show bilingual-education programs help students learn reading, writing, math and English when:
Schools have skilled teachers fully fluent in both languages.
Students are tested for their acquisition of English and other required subjects.
Schools are held accountable for learning.
Textbooks and other material are available in both languages.
Schools are focused on improving learning conditions.
Students stay enrolled at the same school for the duration of the program.
Parents are involved in their childrens' education.
The vast majority of California schools with language minorities don't offer effective bilingual programs, educators admit.
"There are some schools that are not implementing the program well. Some school districts just generally are not doing a good job educating. And others haven't chosen the best model to serve their students' needs," said David Dolson, manager of the Office of Language Policy and Leadership at the California Department of Education.
The San Antonio Express-News owns the copyright to this story. For a full copy of this story, e-mail Analisa and she will send you a clip via e-mail or snail mail.
Résumé
