Bilingual, Multilingual, and Multicultural Education Commons^™

P.S. 25, South Bronx: Bilingual Education And Community Control, Laura J. Kaplan

Dissertations, Theses, and Capstone Projects

Through a methodology of oral history interviews with primary subjects and archival research, this dissertation explores the creation and evolution of P.S. 25, The Bilingual School, the first Spanish-English bilingual elementary school in New York City, as well as the entire Northeast. The Bilingual School, founded in 1968, was a product of the civil rights movement in the United States and one key manifestation of that movement in New York City, the struggle for community control of schools.

Latinos in general and Puerto Ricans in particular have been written out of the official narrative of the educational civil rights movement …

Dual Immersion Leadership: A Case Study Of Three K-5 Principals Who Show Success With Emergent Bilinguals, Ivonne Karina Dibblee

Dissertations and Theses

In the past decade the number of dual language immersion programs in US public schools has grown to more than 2000. The benefits of dual language immersion for emergent bilinguals (EBs) have been confirmed by numerous studies. However, lacking from this literature is research which focuses on leadership within dual immersion schools. Despite an upsurge in the number of immersion schools, few studies examine the characteristics of effective immersion leaders. The aim of this study is to examine the leadership characteristics of principals leading K-5 dual language immersion programs who have increased student achievement among EBs.

The purpose of this …

Language Learning Policy Through The Lens Of Language As A Problem, As A Right, And As A Resource., Carla A. Mcnelly Dr.

Carla A McNelly

Richard Ruíz first developed the framework of language as a problem, as a right, and as a resource as a way of engaging how we examine language learning policies. This lens remains a useful tool in examining our national language learning policies. This article incorporates the academic work of additional scholars to define the United States’ practices, policies, and outcomes of language as a problem, as a right, and as a resource. Through the use of this framework, we realize that our nation’s bilingual education programs are generating monolingual and limited bilingual students. Equipped with an understanding that our nation …