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Reagan, Timothy Gerald 2014-12-15T18:49:01Z 2014-12-15T18:49:01Z 10000-01-01 1982 1982 This dissertation is an attempt to apply the tools of three disciplines (history, philosophy, and linguistics) to a general educational problem--the best way for public schools to cope with minority language children (and, specifically, with speakers of Black English). The dissertation is divided into three interrelated sections: the first deals with the history of minority language groups in the United States (from the Colonial Era to the present), with an emphasis on the educational responses to such groups; the second is an analysis and critique of contemporary bilingual education programs in the United States, in which it is argued that a significant component of such programs is actually little more than the Americanization ideology in a more sophisticated guise; and last, an analysis of the nature of Black English (from a linguistic perspective), the problems posed by the presence of Black English speakers in the public schools, and some of the solutions which have been devised to deal with them (most notably the King decision). Made available in DSpace on 2014-12-15T18:49:01Z (GMT). No. of bitstreams: 1 8218545.pdf: 6950186 bytes, checksum: 77864e01f7fa7cff92596e62080ca455 (MD5) Previous issue date: 1982 Embargo set by: Seth Robbins for item 68970 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 181 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1982. http://hdl.handle.net/2142/68804 (UMI)AAI8218545 Education, Bilingual and Multicultural Language, Ideology, and Education: A Comparative Analysis of Bilingual Education Programs and the Question of Black English text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.