“We Only Teach in English”: An Examination of Bilingual-In-Name-Only Classrooms

Kip Austin Hinton

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

Abstract When bilingual teachers are first hired, many say they are pressured to teach material only in English (Menken, 2008). Removing instruction in a child’s native language is not likely to improve scores on English standardized tests (Rolstad, Mahoney, & Glass, 2005), and long term, English-Only instruction reduces academic success and reduces graduation rates (Iddings, Combs, & Moll, 2012). This chapter looks at bilingual classrooms in a Texas school district, through classroom observations, interviews, and a large-scale survey seeking to answer the question, what do officially bilingual classrooms look like when they operate monolingually? Results showed that administrators exerted pressure, and teachers used methods they expected not to work. Some bilingual classrooms had teachers who either could not speak Spanish, or chose not to. Because classrooms operated without the legally required amount of first-language instruction, the district’s “bilingual” programs undermined accountability data while harming emergent bilinguals. Teacher educators have not prepared bilingual teachers for the reality of anti-bilingual schools. New teachers need to know how to not only implement research-based instruction but also defend their instructional choices. Wherever lawmakers, agencies, and administrators have allowed transitional bilingual programs to become de facto monolingual, there may be a role for colleges of education to play, monitoring, assisting, and, if necessary, publicizing lack of compliance. Study findings are limited to one specific district; even in districts with similar phenomena, the manner in which a bilingual program ceases to be bilingual will vary substantially.

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1968The Discovery of Grounded Theory; Strategies for Qualitative Research 2003Research design: qualitative, quantitative, and mixed methods approaches 1990Grounded theory research: Procedures, canons, and evaluative criteria 1986Handbook of research on teaching 1995Writing Ethnographic Fieldnotes 2010Three techniques for integrating data in mixed methods studies 2007An array of qualitative data analysis tools: A call for data analysis triangulation.1968Current Issues In Education

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