View Content #11065
| Contentid | 11065 |
|---|---|
| Content Type | 1 |
| Title | Article: Bilingualism and the Deficit–Gifted Dichotomy: Challenging the U.S. Framework |
| Body | From http://nclrc.org/about_teaching/topics/feature.html Bilingualism and the Deficit–Gifted Dichotomy: Challenging the U.S. Framework by Dr. Tatyana Kleyn As a professor who works with teachers in such programs, on more than one occasion I have been asked, “Is there any research that says bilingual immersion programs are for gifted students?” My initial response to such inquiries was one of surprise and I answered the question with another question, “Why do you ask?” In their public schools students were being screened for admission, with those who were stronger academically and/or behaved well being sent to the two-way programs, while all others were placed in different types of models, such as a transitional bilingual program or an English as a second language (ESL) program, thereby creating a tracking system for who is sent to the multilingual versus monolingual streams. The outcome is often one where students from White, middle-upper class and strong formal academic backgrounds are given a further advantage of developing fluency and literacy in two languages, while those who are poor, minoritized and/or immigrants with limited formal schooling are denied the chance to build on their native language and asked to replace it solely with English, often to the detriment of their overall literacy development. Read the full article at http://nclrc.org/about_teaching/topics/feature.html The entire NCLRC April 2010 newsletter in which this article appears is available at http://nclrc.org/newsletter.html |
| Source | NCLRC |
| Inputdate | 2010-04-18 11:19:04 |
| Lastmodifieddate | 2010-04-18 11:19:04 |
| Expdate | Not set |
| Publishdate | 2010-04-19 00:00:00 |
| Displaydate | Not set |
| Active | 1 |
| Emailed | 1 |
| Isarchived | 1 |
