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Title:The waning of an innovative dual-language program in a culturally and linguistically diverse rural community
Author(s):Gilman, Deborah
Director of Research:Stake, Robert E.
Doctoral Committee Chair(s):Bresler, Liora; Stake, Robert E.
Doctoral Committee Member(s):Bruce, Bertram C.; Johnston-Parsons, Marilyn A.
Department / Program:Curriculum and Instruction
Discipline:Elementary Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):dual-language program
biliteracy
multiliteracy
teacher-initiated school program
new U.S.diaspora sites
bilingual education
English as a Second Language (ESL)
Abstract:Responding to rapid changes in the demographics of their rural community and to the inadequacy of the State-required Transitional Bilingual Education arrangements, a small group of teachers initiated a two-way, dual-language (D-L) immersion program for the elementary grades of their school. When first established, an experienced director was hired to see to the needs of the program and a quasi-partnership with two area professors. They created professional development specific to the needs of the teachers. For a little over fifteen years, immigrants from several countries, with cultures and languages different from longtime residents of the community, came to work in the small town’s factory. After approximately ten years of the official dual-language program, this qualitative study was carried out. It looked at how the program had been originally designed and at how it currently functioned; in particular, at how the teachers in the D-L program classrooms and, to a smaller extent, the “general education” classrooms, responded to the school-wide adopted textbook, curriculum and materials, to the State Core Curriculum and to the State mandated testing. Early supportive implementation and a Foreign Language Assistance Program (FLAP) grant funding ran out. At the close of the decade, many of the 20-some program teachers continued multicultural, child-centered, interactive teaching, but with ever-growing warnings and requirements by the State and with little local leadership, the D-L program became difficult to recognize. The report portrays a decade-long enervation of the teacher-initiated, college and grant supported dual-language program as the community grew even more culturally and linguistically diverse and as administrators, teachers and staff members were replaced.
Issue Date:2014-01-16
URI:http://hdl.handle.net/2142/46702
Rights Information:Copyright 2013 Deborah Gilman
Date Available in IDEALS:2014-01-16
Date Deposited:2013-12


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