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Bilingual, Multilingual, and Multicultural Education
University of Massachusetts Boston
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- Multicultural education (2)
- African-American students (1)
- Bilingual education (1)
- Children of color (1)
- Educational law & legislation (1)
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- English monolingualism (1)
- English-language fluency (1)
- Faculty shortages (1)
- Higher education (1)
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- Language immersion (1)
- Legacy of slavery (1)
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- Multiculturalism (1)
- New England Resource Center for Higher Education (1)
- Political correctness (1)
- Referendum (1)
- Responses to cutbacks (1)
- The evaluation of quality (1)
- Urban public education (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
The Role Of The Press In Framing The Bilingual Education Debate: Ten Years After Sheltered Immersion In Massachusetts, Fern L. Johnson, Marlene G. Fine
The Role Of The Press In Framing The Bilingual Education Debate: Ten Years After Sheltered Immersion In Massachusetts, Fern L. Johnson, Marlene G. Fine
New England Journal of Public Policy
In 2002 Massachusetts voters passed a voter initiative that changed the way children who are not fluent in English are taught. The initiative overturned the state’s requirement for “transitional bilingual education,” through which children are gradually transitioned, usually over a three-year period, from instruction in their native language to instruction entirely in English. Transitional bilingual education was replaced with “sheltered English immersion,” which places children with little or no English-language fluency in classes where almost all instruction is in English, with the expectation that they will move to regular English-only classrooms after one year.
We used frame analysis to examine …
Challenges To Multiculturalism, Jorge Capetillo-Ponce
Challenges To Multiculturalism, Jorge Capetillo-Ponce
New England Journal of Public Policy
An anti-bilingual education referendum was offered to citizens of Massachusetts in November of 2002. The referendum read, in part, “The current state law providing for transitional bilingual education in public schools will be replaced with a law requiring that, with limited exceptions, all public school children must be taught English by being taught all subjects in English and being placed in English language classrooms.” The University of Massachusetts Gaston Institute analyzed the results of that referendum, here reported on by Jorge Capetillo-Ponce.
Notes On Higher Education In The 1990s, Zelda F. Gamson
Notes On Higher Education In The 1990s, Zelda F. Gamson
New England Journal of Public Policy
This article consists of a series of essays written for The Academic Workplace, the newsletter of the New England Resource Center for Higher Education, since 1990. The backdrop for the essays is the increasing inequality in higher education caused by changes in the political economy of higher education, especially in New England. The first essay analyzes the roots of contemporary faculty dissatisfaction with their work lives by tracing the impacts of the expansion of higher education, changes in the student body, and greater government involvement in higher education. Subsequent essays discuss multicultural education, faculty shortages, political correctness, responses to …
Teaching African-American Children: The Legacy Of Slavery, Harold Horton
Teaching African-American Children: The Legacy Of Slavery, Harold Horton
New England Journal of Public Policy
The pathetic state of urban public school education offered to African-American children stems from slavery, when it was against the law to educate slaves, who were regarded as chattel. This article traces the history of the blighting of their minds by stripping those slaves of their African culture, and its effect on African-American children, as well as other children of color, today. Horton offers suggestions for coping with the problems of modern schools as related to respecting and teaching these children, pointing out that the system is the problem, not the children.