Article2005

Revisiting the Bilingual Debate From the Perspectives of Parents: Policy, Practice, and Matches or Mismatches

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Multilingual Education and Policy Second Language Learning and Teaching Education and experiences of immigrants and refugees

Abstract

This article asks two basic questions about educational policy and practice for English-language-learner (ELL) students: First, antibilingual education initiatives imply a subtractive view of teaching and learning; what are parents' views and/or beliefs regarding these policies? Second, how do these views and/ or beliefs align with research and best practices regarding the education of ELL students? To answer these questions, we draw from two separate sources: the research literature regarding what are the best practices for ELL students, and a statewide survey of parent public opinion regarding education in Arizona, which similar to California, passed a voter initiative in 2000 to end bilingual education. By considering parental opinions and the extant research, we might improve our chances of meeting the needs of culturally and linguistically diverse students.

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References

1968The Discovery of Grounded Theory: Strategies for Qualitative Research.1968The Discovery of Grounded Theory; Strategies for Qualitative Research 2000Language, Power and Pedagogy 2000Language, Power And Pedagogy: Bilingual Children in the Crossfire 2017New York University Law Review 2004Handbook of research on multicultural education 2015Children of immigration 1997Con respeto: bridging the distances between culturally diverse families and schools: an ethnographic portrait

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