Bicultural-Bilingual Education for Latino Students: A Continuous Progress Model.

Overview & Synopsis

There are two purposes to this study: (1) to provide a rationale for bilingual education in Chicago based on history and the characteristics of the Spanish-speaking students; and (2) to propose an innovative model for a bilingual-bicultural program. American attempts at bilingual education in the public and non-public elementary schools from 1839-1917 are outlined. The historical backgrounds of Mexicans, Puerto Ricans, Cubans, and other Latin American groups are traced. Particular attention is given to the immigration and migration patterns of these groups and to the reasons for their coming to Chicago. Specific programs implemented to meet their educational needs are discussed. Factors affecting the learning process of ethnic group children, such as socioeconomic status, the identity crisis, low achievement, drop-out rate, and acculturation, are examined. Factors considered basic to a bilingual-bicultural education are used to outline a proposed model program. Suggestions offered deal with teacher training, resource materials, and curriculum development. Appended are descriptions of legislation affecting bilingual-bicultural education and a bibliography. (EB)