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Full-Text Articles in Education
To Culture Or Not To Culture: Practices Implemented By Language Immersion Teachers To Teach Culture In Language Immersion Classrooms, Benterah Charles Morton
To Culture Or Not To Culture: Practices Implemented By Language Immersion Teachers To Teach Culture In Language Immersion Classrooms, Benterah Charles Morton
LSU Doctoral Dissertations
Bilingual education has had a resurgence in the United States since the Bilingual Education Act of 1968. Since that time the number of language immersion programs across the country has increased exponentially. Although language immersion programs are a type of bilingual education there are considerable differences in the implementation and intended outcomes. Language immersion programs ascribe to three basic goals: for students to become bi-lingual, bi-literate, and develop a degree of multicultural awareness. This study seeks to begin to explore the methods teachers use to carry out the task of developing a degree of multicultural awareness. To answer this question, …
Language, Identity And The Achievement Gap: Comparing Experiences Of African-American Students In A French Immersion And A Regular Education Context, Michelle Georgette Haj-Broussard
Language, Identity And The Achievement Gap: Comparing Experiences Of African-American Students In A French Immersion And A Regular Education Context, Michelle Georgette Haj-Broussard
LSU Doctoral Dissertations
The Black/White Achievement gap has been a persistent problem in education. Previous research attributed this gap to students' culture (Jenks & Phillips, 1998; Ogbu, 1995a.b) or teachers' expectancy (Rist, 1970). Post-colonial literature suggests that this research itself is oppressive, and that learning is negotiating the "spaces" between students and teachers (Ellsworth, 1997); creating a hybrid "mestiza" space (Anzaldúa, 1987). The openness of immersion to diversity, and its subsequent educational benefits for African-American students (Caldas & Boudreaux, 1999) conforms to this post-colonial perspective. This mixed-methodology study examined both academic achievement and the experiences of Louisiana fourth grade students/teachers in both the …