Reflections from the Field 366

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Reflections from the Field

Last Updated Nov 18, 2008 05:25 AM

Effective Implementation of Bilingual Programs: Reflections from the Field

Good bilingual programs upgrade the quality of instructional programming for limited-English-proficient (LEP) students, while at the same time providing a quality instructional program that embraces bilingualism as an advantage. Research has shown that campuses with such bilingual education programs are successful for all students. Research has also identified characteristics that appear to be present in the majority of successful campuses.

The purpose of this article is to briefly describe the lessons IDRA has learned from the research and in working with numerous bilingual education programs for many years. These lessons are described as reflections on key characteristics and are clustered around 13 major areas (see checklist below this article).

Bilingual Education

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Who is Teaching the Children? More Trained Bilingual Teachers are Needed for Excellent Education Fair and equitable education involves being taught by individuals who are properly trained and certified to teach them. But the number of certified bilingual education teachers is not adequate for the number of limited-English-proficient (LEP) students enrolled in U.S. schools. Also, the percentage of minority teachers does not reflect the percentage of minority students enrolled in the nation's public schools. Minority teachers comprised 13 percent of teachers, ...

National Association for Bilingual Education

The National Association for Bilingual Education is the only professional organization at the national level wholly devoted to representing both English language learners and bilingual education professionals. Along with our affiliate organizations in 23 states, we represent a combined membership of more than 20,000 bilingual and English-as-a-second-language teachers, administrators, paraprofessionals, university professors and students, researchers, advocate...

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