HIGH-STAKES TESTING: BARRIERS FOR PROSPECTIVE BILINGUAL EDUCATION TEACHERS
Belinda Bustos Flores, Ellen Riojas Clark University of Texas, San Antonio
At present, there continues to be a great disparity in
the number of LEP students and the current number of bilingual education
teachers. Reyna (1993) reported that in Texas approximately 50% of the
students are minorities; whereas, minorities represent only 23% of the
teachers. This crucial need for bilingual educators continues to remain
a topic that needs to be addressed. Although other obstacles exist in
the recruitment and retention of prospective bilingual teachers, one of
the barriers confronting bilingual teachers is the issue of high-stakes
testing (Valencia & Aburto, 1991a). This paper examines those
issues pertinent to high-stakes testing in relation to prospective bilingual/minority
teachers. The review of current research examines the institutionalization
of high-stakes testing for prospective teachers and the implications of
high-stake testing on minority/bilingual teachers. The review also investigates
the relationship between entry and exit competency tests and actual teaching
performance and presents current entry and exit disaggregated data to
identify areas on the test which appear to present difficulty for the
prospective bilingual teachers. Two case studies are presented as insights
into the relationship between competency and teaching performance. Lastly,
recommendations regarding the current testing state, prospective bilingual
teachers' status, and future research are provided.
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ADDITIVE BILINGUALS: THE CASE OF POST-WAR SECOND GENERATION JAPANESE CANADIAN YOUTHS
Hitomi Oketani Eastern Michigan University
This study examined the relations among bilinguality,
academic achievement, and socio-psychological factors such as ethnolinguistic
identity and beliefs, first language (L1) educational support, and interpersonal
contacts. The participants were 42 second generation Japanese Canadian
youths living in the metropolitan Toronto area. All had attended one particular
Japanese Heritage Language School around the late 1970s; however the lengths
of time they had attended Japanese language institutions varied. Students'
bilingual proficiencies were assessed in both English and Japanese. Detailed
questionnaires were administered to analyze socio-psychological factors.
A strong relationship was found between Japanese oral and reading skills
and both were related to a variety of ethnolinguistic identity, belief,
and interpersonal contact variables. Japanese reading scores positively
predicted both English reading and academic achievement (Ontario Academic
Credit) performance. This suggests that L1 academic development enhances
not only the development of L2 but also educational outcomes as a whole.
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BRIDGING THE GAP BETWEEN NATIVE LANGUAGE AND SECOND LANGUAGE LITERACY INSTRUCTION: A NATURALISTIC STUDY
Linda Watkins-Goffman, Hostos Community College
Victor Cummings, Howard Community College
The purpose of this study was to determine the context
in which Dominican students attain native language literacy, in order
to improve on English as a Second Language instruction. An ethnographic
study was conducted in a redacción class at the Universidad
Autonoma de Santo Domingo in the Dominican Republic, using interviews,
taped transcripts, and videotapes. The researcher sought to identify specific
classroom behaviors used by both the professor and the students as they
learned to improve their reading and writing skills in their native language.
The results of the study showed that students practice analysis and categorization
of text, summary and text-related writing in a teacher-directed class
setting. In English as a Second Language classes in the United States,
therefore, they would need preparation in expository writing and reader
response activities. Pedagogical implications for teacher-training curricula
are included.
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LANGUAGE PROFICIENCY AND ACADEMIC SUCCESS: RELATIONSHIPs BETWEEN PROFICIENCY IN TWO LANGAUGES AND ACHIEVEMENT AMONG MEXICAN AMERICAN STUDENTS
Enedina García-Vázquez, Luis A. Vázquez, Isabel C. López New Mexico State University
Wendy Ward University of Iowa
While considerable research has focused on second language
development and academic success, the debate continues on how the development
of the first language benefits the acquisition of the second. The intent
of the present study was to examine the strength of the relation among
proficiency in English and Spanish and academic success. Relations among
oral language, literacy, and academic achievement were examined. A significant
connection was found between proficiency in English and standardized achievement
scores, as well as grade point averages. Similarly, the results reveal
significant correlations between reading and writing in Spanish and achievement
scores, as well as grade point average. The strongest relations were found
between Written Language and academic success.
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CRITICAL COMPONENTS FOR DUAL LANGUAGE PROGRAMS
Nicole S. Montague Texas A&M University, Corpus Christi
As parents, teachers, administrators, and professors
involved in bilingual education and teacher-training, the issues we face
when considering dual language programs for our schools are of incredible
importance. To the untrained, they are issues too easily missed in the
early stages of establishing a dual language bilingual program. In many
cases, programs are initiated by well-intentioned practitioners and administrators
too quickly, without many of the key components identified here that are
ideal for success. Though the needs of any successful program reflect
the community and school specifically, this article addresses several
key components that are critical to success in dual language programs;
these include: (a) definition of the model to be used; (b) a gradual phase-in
of the program; (c) development of instruction that reflects the population
in the classroom; (d) quality materials in each language of instruction;
(e) teachers committed to attaining bilingual education training; (f)
dedicated administrators with a clear understanding of research as well
as community needs; and (g) definition of the role of elicited response.
This article offers insight to school administrators, teachers, and parents
interested in beginning or improving dual language or two-way bilingual
programs in their communities.
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