“But They Don’t Speak English!”: Bilingual Students and Speech-Language Services in Public Schools

2003 ◽  
Vol 4 (1) ◽  
pp. 42-46
Author(s):  
Olga Z. Roninson
Keyword(s):  
Public Schools ◽  
Bilingual Students ◽  
Language Services ◽  
English Bilingual

Sink or Swim: What Happened to California's Bilingual Students after Proposition 227?

2001 ◽  
Vol 1 (3) ◽  
pp. 295-317 ◽  
Author(s):  
Valentina A. Bali
Keyword(s):  
Public Schools ◽  
Proposition 227 ◽  
Bilingual Students ◽  
Bilingual Programs ◽  
Individual Level ◽  
English Only ◽  
Math Scores ◽  
Level Data ◽  
Reading And Math ◽  
Southern California School

Proposition 227, passed by California voters in 1998, aimed to dismantle bilingual programs in public schools and to replace them with English-only programs. Bilingual education, a long-standing program in California, involved mostly Hispanic students of limited English skills who were taught initially in their native language, and then were gradually transitioned into English-only classes. Using individual-level data from one southern California school district, I find that in 1998, before Proposition 227, limited-English-proficient (LEP) students enrolled in bilingual classes had lower scores in reading than LEP students who were not enrolled in bilingual classes, and who were, in general, more proficient in English. In math, bilingual students had test scores as good as those of non-bilingual LEPs. But in 1999, after Proposition 227, the same set of bilingual students had reading and math scores that were no worse than those of non-bilingual LEPs. Proposition 227, which interrupted bilingual programs and emphasized English instruction, did not set bilingual LEP students back relative to non-bilingual LEPs, and it may have even benefited them.

Phantasmagoria of the global learner: unlikely global learners and the hierarchy of learning

2017 ◽  
Vol 10 (2) ◽  
pp. 58-82 ◽  
Author(s):  
Neriko Musha Doerr
Keyword(s):  
New Zealand ◽  
Walter Benjamin ◽  
Bilingual Students ◽  
American Student ◽  
Current Definition ◽  
Aotearoa New Zealand ◽  
English Bilingual ◽  
A Current ◽  
The U.S ◽  
Global Learners

Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma¯ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of immersion; and immigrant English-as-a-Second-Language students in the U.S. I analyse what their erasure as global learners tells us, arguing that the notion of global learner acts as what Walter Benjamin calls a phantasmagoria that masks the power relations involved. Though critical of ‘global learners’ as a globalist concept, I call for expanding the notion in order to engage with current transformations in education.

scholarly journals GRAMMATICAL ERROR OF SPEECH BY STUDENTS IN BILINGUAL PROGRAM OF MA’HAD AL JAMI’AH UIN NORTH SUMATRA

2021 ◽  
Vol 17 (3) ◽  
pp. 273
Author(s):  
Riyah Sibha Nasution ◽  
Rahmad . Husein ◽  
Anni Holila Pulungan
Keyword(s):  
Qualitative Research ◽  
Arabic Language ◽  
Bilingual Students ◽  
Bilingual Program ◽  
English Bilingual ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
North Sumatra ◽  
Descriptive Qualitative

This study investigates the types of grammatical errors produced by Arabic learners in English. Bilingual program is a condition that the students speak both English and Arabic languages in their daily communication. The researcher used descriptive qualitative research in conducting this study. The data are bilingual students’ utterances consisting of grammatical errors in daily communication. The utterances consisted of words, phrases, clauses and sentences. The prior aim in this research is to describe the types of grammatical errors since there are two kinds of grammatical errors namely morphological errors and syntactical errors.Keywords: Grammatical Error, Bilingualism, English, Arabic language, Speech

A Delivery System of Comprehensive Language Services in a School District

1989 ◽  
Vol 20 (4) ◽  
pp. 338-365 ◽  
Author(s):  
Linda A. Koenig ◽  
Claire D. Biel
Keyword(s):  
Public Schools ◽  
School District ◽  
Bilingual Education ◽  
Support Services ◽  
Early Childhood Intervention ◽  
Language Services ◽  
The Public ◽  
Childhood Intervention ◽  
Traditional Language ◽  
City School District

The Language Services Department in the Cleveland Heights-University Heights City School District is described. Its framework can serve as a model for the extension of language support services in the public schools. Traditional Language/Speech/Hearing Services are offered in accordance with PL 94-142 including Early Childhood Intervention. Bilingual Education and English as a Second Language (ESL) are other programs under the auspices of the department. It is the first program in the State of Ohio to include English as a Standard Dialect (ESD) as part of Language Services. The Bilingual Education, ESL, and ESD programs are comprehensively explained.

Service Delivery Models for Adolescents With Language Disorders

1993 ◽  
Vol 24 (1) ◽  
pp. 36-42 ◽  
Author(s):  
Vicki Lord Larson ◽  
Nancy L. McKinley ◽  
Delesa Boley
Keyword(s):  
Public Schools ◽  
Service Delivery ◽  
Administrative Support ◽  
Program Planning ◽  
Communication Disorders ◽  
Language Services ◽  
Regular Education Initiative ◽  
Delivery Options ◽  
Successful School ◽  
The Impact

Adolescents with communication disorders have a legal right to speech-language services, and speech-language pathologists in the public schools have a moral and ethical responsibility to provide those services. This article summarizes current service delivery options available to clinicians at the secondary level and explains why the prototype service delivery model (Larson & McKinley, 1987) should be chosen for adolescents. To implement appropriate speech-language services for adolescents, administrative support is critical. The successful school clinician (a) must know counterarguments to administrators' concerns about "what can be done in speech-language intervention past the elementary grades," (b) must understand the impact of the Regular Education Initiative (REI) on service delivery options, and (c) must solicit assistance during program planning from decision makers.

Sign in / Sign up

Export Citation Format

Share Document