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Padilla, Raymond V., Ed. TITLE Advances in Bilingual Educat DOCUMENT RESUME ED 266 909 RC 015 633 AUTHOR Garcia, Eugene E., Ed.; Padilla, RaymondV., Ed. TITLE Advances in Bilingual Education Research. PUB DATE 85 NOTE 332p. AVAILABLE FROM University of ArizonaPress, 1615 East Speedway, Tucson, AZ 85719 ($25.00). PUB TYPE Collected Works - General (020)-- Information Analyses (070) EDRS PRICE MFOI Plus Postage. PC Not Availablefrom EDRS. DESCRIPTORS *Bilingual Education; Bilingualism; CodeSwitching (Language); Cultural Pluralism; *EducationalPolicy; Educational Research; *Educational Theories; Elementary Secondary Education; English(Second Language); Hispanic Americans; *LanguageAcquisition; Language Maintenance; *Language Research;Language Usage; Limited English Speaking; MexicanAmericans; Non English Speaking; Public Opinion; *Second Language Learning; Spanish Speaking;Teacher Supervision; Teaching Methods ABSTRACT Papers on theory, technology, and public policyin bilingualism and bilingual educationare collected in this volume designed to fill the need for systematic,high quality research related to bilingual populations in theUnited States. Part 1, "Language and Culture," contains fivepapers that discuss first and second language development, code-switching,language use, and personality development in multilingual/multiculturalpopulations. Part 2, "Educational Perspectives,"presents five papers relevant to practitioners. Topics are specific to teachingand learning and include language use in bilingualclassrooms, parents' and educators' opinions about bilingual education,language and culture maintenance, cognitive development of minority children,and a model for teacher supervision in bilingual programs.In the third and final part, "Policy Issues," threepapers provide projections on ethnolinguistic group populations, institutionalization of bilingualeducation, and an analysis of the political context of bilingualeducation. (JHZ) *********************************************************************** Reproductions supplied by EDRSare the best that can be made * from the originai document. *********************************************************************** c3lo ti 'V v. JAN 1986 cr) RECEIVED ESC/CRESS Oi? U DEPARTMENT OF MIUCATION NATIONAL INSTITUTE OF EINICATION EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC) This document has been reproduced received from the person or orgenits0iiii- originating it. Miricir changes have been madeto i .,.Ar#4ucticm q?6,itY .:01;4**;'.4"# °!013111Priksinod IOW 47 r!Ciriiio*Ileter.:ev ariceniefilai Advances in Bilingual Education Research ::- Eugene E. Garcia Raymond V. Padilla Editors The University of Arizona Press 'Meson About the Editors EUGENE E. GARCIA has been director of the Center for Bilingual/ Bicultural Education at Arizona State University since 1980. Before joining the faculty at ASU, he taught both at the University of Utah and the University of California. He is author of several books including Early Childhood Bilingualism published in 1983, and he has edited and written for numerous linguistics, psychology, and education journals. RAYMOND V. PADILLA has been an associate professor in the Depart- ment of Higher and Adult Education at Arizona State University for sev- eral years. His primary research has been in bilingual education policy analysis, higher education, and microcomputer applications to research and teaching. He worked in the Chicano Persistence Project that piloted Freireian techniques of field research and in the development of an inter- active video project for limited English-proficient students. THE UNIVERSITY OF ARIZONA PRESS Copyright 4'.) 1985 The Arizona Board of Regents All Rights Reserved This book was set in 10/12 Linotren 202 Times Roman. Manufactured in the U.S.A. Library of Congress Cataloging-in-Publication Data Main entry under title: Advances in bilingual education research. Bibliography: p. Includes index. 1. Education, BilingualUnited StatesAddresses, essays, lectures. 2. Hispanic AmericansEducationUnited StatesAddresses, essays, lectures. 3. Code switching (LinguisticsUnited States)Addresses, essays, lectures. 4. Bilingualism in children United StatesAddresses, essays, lectures.I.Garcia, Eugene E., 1946 . U. Padilla, Raymond V. LC3731.A581985 371.97'00973 85-13956 ISBN 0-8165-0922-0 (alk. paper) 4 ,:- Contents Introduction vii Part One: Language and Culture 1. The Acquisition of the Spanish Sound System by Native Spanish-Speaking Children 3 Lento Maez 2. Discourse-Sensitive Measurement of Language Development in Bilingual Children 27 Robert Berdan and Maryellen Garcia 3. The Effect of Language Transfer on Bilingual Proficiency 53 Dennis Leasher Madrid and Eugene E. Garcia 4. Motivation for Language Choice Behavior of Elementary Mexican American Children 71 Benji Wald 5. Bicultural Personality Development: A Process Model 96 Fernando Jose Gutierrez Part Two: Educational Perspectives 6. Ethnographic Pedagogy: Promoting Effective Bilingual Instruction 127 Luis C. Moll and Stephen Diaz v 5 vi Contents 7. Uncovering the Covert Bilingual: How to Retrieve the Hidden Home Language 150 Rodolfo Jacobson 8. A Holistic Supervisory Model for Bilingual Programs 181 Josefina Villamil Tinajero and Maria Gonzalez-Baker 9. Opinions of Parents, Teachers, and Principalson Select Features of Bilingual Education 212 Adalberto Aguirre, Jr. 10. Family and Offspring Language Maintenance and Their Effects on Chicano College Students' Confidence and Grades 226 Homer D. C. Garcia Part Three: Policy Issues 11. Limited English Proficiency. Analytical Techniques and Projections 247 Louis G. Pol, Rebecca Oxford-C,2rpenter, and Samuel Peng 12. Bilingualism and Hispanic Employment: School Reform or Social Control 269 Craig Richards 13. The Problems of Language, Education, and Society: Who Decides 289 Richard A. Navarro About the Contributors 317 Index 321 6 Introduction THIS COLLECTION OF PAPERS was selected by reviewers, who are themselves researchers in bilingual education, from manuscripts prepared in response to a national call for papers on bilingual education research. The competitive, peer review process that was used to make the selections was intended to net "the best" of the available research that has been done in the field of bilingual education to date. High-quality research is highlighted in both traditional and emerging areas. In spite of the national interest in bilingual education, especially among communities where non-English languages are spoken, 'little systematic re- search of high quality has been carried out in the United States. (Canadians, for example, have a much better record in this area.) As a result, a host of issues of great importance to language minority communities (particularly in the areas of theory, technology, ant' public policy related to bilingual educa- tion) have been relegated to the backwash of mainstream research. One of the purposes of this volume, therefore, is to focus on research related to bilingual populations, particularly in the United States. Consistent with our epistemological perspective on bilingual phenomena, we signaled to potential contributors our particular interest in receiving papers relating to theory, technology, and public policy in bilingualism and bilingual education. Further, we advised that papers focusing on empirical research, critical reviews of literature, and well-documented conceptual frameworks would be especially relevant to our interests. Not surprisingly, we received submiss;ons in all three substantive areas and from the perspectives indicated. Each submission was forwarded to two external i Niewers, who themselves are established scholars in bilingual education, La an effort to identify the most valuable papers for publication. The resulting selections, incorporated vii viii Introduction in this volume, are consistent with our aim of helpingto establish a cumula- tive knowledge base about bilingual phenomena. However,one potential dis- advantage in this approach to building a volume is that the articles collectively may not cast a fine-grained thematic pattern. We hope that the results show that in the present case the disadvantage has been minimized. The book supports also the notion that paradigmatic research in bilingual education is highly desirable. Paradigms are fundamentally the distilledper- spectives of organized adherents who generate knowledge withina systema- tized framework. In most well-established fields of inquiry, competingpara- digms sooner or later arise. The resulting competitiveprocess tends to accelerate the rate of knowledge production and accumulation. Our intent is to help the field of bilingual education move toward paradigmatic research by contributing to the accumulation and dissemination of knowledge that isnec- essary as a precondition to the definition and creation of paradigms. The volume reflects a strong bias towards the United States and isnot par- ticularly inclusive of important developments internationally. Our intent isnot to deny the importance of international research on bilingualism but rather to focus on issues of immediate concern to language minority communitiesin the United States. Since the greatest incidence of bilingualism in thiscountry is English/Spanish, it is not surprising that there is alsoa Hispanic flavor to the volume, although multiethnic issues are by no means ignored. Given the great diversity of non-English languages prevalent in the United States,we recognize the need to maintain a research effortacross various languages. Still, research does not always proceed evenlyacross all linguistic
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