LOOKING BACK AND MOVING FORWARD:
REVISITING THE FOUNDATIONS OF BILINGUAL EDUCATION
Illinois Association for Multilingual Multicultural Education
31st Annual Statewide Conference
January 11,
2008
Jill Kerper Mora
San Diego State University
Internet Access
Dr. Mora’s keynote speech is available on her CLAD Website at this URL: http://coe.sdsu.edu/people/jmora. Click on the revolving icon titled MoraModules to access additional information on topics addressed in this speech. The MoraModules are listed by numbers as indicated below. Click on the module title to go to the web page.
Click here to link to the PPT Slide Show of Dr. Mora's IAMME Keynote Address
2008 Year of Reflection
The year 2008 is a year for reflection for several reasons. It is the 40 year anniversary of the 1968 Bilingual Education Act and the 10 year anniversary of passage of Proposition 227 in California, which were significant events in the history of bilingual education. In addition, the United Nations General Assembly and UNESCO have issued a declaration celebrating 2008 as the International Year of Languages. 2008 is also a presidential election year where we will be considering the candidates’ vision for the future of the United Status and the year for the reauthorization of No Child Left Behind debate. The National Association for Bilingual Education will honor the pioneers in our field who studied as Title VII Fellows and those who have made an impact on our field over the past four decades.
Foundations of Bilingual Education
Our reflections on where we began and how far we have come in 40 years take us back to our foundations, which encompass four important disciplines: Sociopolitical, linguistic, pedagogical and cultural (MoraModules #2.1; 2.2). Bilingual education is deeply rooted in the Civil Rights Movement. The 1954 Brown v. Board of Education of Topeka Supreme Court decision promoted the notion of “to all on equal terms” that is fundamental to our goals and means in educating language minority students. The 1974 Lau v. Nichols decision was the landmark ruling that established bilingual learners’ rights to a meaningful education. (MoraModules #16.1; 16.3; 116.6; 17.23). The 1968 Bilingual Education Act and subsequent reauthorizations and amendments demonstrate the constant tension between politics and pedagogy (MoraModules 13.6; 14.7; 14.8, 17.22). Proposition 227 in 1998 in California was a turning point in the struggle for equal educational opportunities for bilingual learners (MoraModules 17.10; 17.19). As we review the theoretical underpinnings of various models of bilingual education and English as a second language (ESL) instruction, we observe how educational research has validated the principles and effective practices that support biliteracy, overall academic achievement and English language acquisition. An understanding of the goals, structure and expected outcomes of the transitional model and dual immersion program models in promoting bilingualism and biliteracy and the ability to articulate these to policymakers are important in achieving maximum academic results for students (MoraModules #14.4; 14.5; 15.1; 16.7; 16.12-18). In addition, a solid understanding of the theoretical foundations and program structure of monolingual models of education for bilingual learners, such as the 4X4 model of integrated thematic instruction is essential to effective program implementation (MoraModules # 4.2; 4.3; 4.4; 4.5).
The Research Base
There is a solid and credible body of scientific research on the effectiveness of models of instruction for language minority students (Module 14. 9). Among these, the National Literacy Panel Report (August & Shanahan, 2006), which involved review of 293 that met rigorous criteria, is the most extensive to date. In addition, large databases on students’ language learning and academic achievement affirm the validity and relevance of bilingual educators’ theories and practices. However, the less known and utilized sociology research base from has not been fully tapped as a resource in supporting policy formulation and educational program design for language minority students. We examine the research of Alejandro Portes and Ruben Rumbaut (2001) into patterns of social and cultural integration of immigrant students in light of our current sociopolitical context. These researchers, among others, define the intergenerational processes that effect the acculturation and assimilation of new immigrants and describe the role of parental cultural knowledge, community resources and bilingualism/biculturalism in producing upward mobility and full integration of second-generation immigrant youth. This research is useful to multilingual, multicultural educators in countering English-only ideology and analyzing emerging immigration laws and policies from a research perspective (MoraModules #17.6; 17.28).
Moving Forward
These reflections in 2008 as we revisit the foundations of bilingual education are a source of optimism. The house of bilingual education is built on a solid foundation such that we have and will weather the storms. We must be an active constituency at the federal, state, and local levels for just and effective language education and immigration policies. We must arm ourselves with the research findings combined with years of practical experiences and “heart” to ensure a bright future for bilingual education.
References
August, D. & Shanahan, T. (Eds.) (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on Language-minority Children and Youth. Mahwah, NJ: Erlbaum Associates
Mora, J.K. (2006). Differentiating instruction for English Learners: The Four-by-Four Model. In T.A. Young & N. L. Hadaway (Eds.). Supporting the Literacy Development of English Learners: Increasing Success in All Classrooms. Newark, DE: International Reading Association, pp. 24-40.
Portes, A., & Rumbaut, R.G. (2001). Legacies: The story of the immigrant second generation. Berkeley, CA: University of California Press.
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