You are here

A QUALITATIVE ANALYSIS OF PERSPECTIVES: EDUCATIONAL IMPLICATIONS IN THE SPANISH BILINGUAL PROGRAMS IN PRIMARY EDUCATION IN THE CENTRAL FLORIDA REGION

Download pdf | Full Screen View

Date Issued:
2011
Abstract/Description:
The proposed goal of this research was to take the data gathered and implement it in analyzing the potential reformation of programs in need of evaluation, assessing the potential benefits of further development in the field of bilingual education in the United States as a nation. Using data collected in the Central Florida region as a microcosmic example of how existing programs function in the modern elementary educational system, the purpose of this study was to demonstrate through the conduction of interviews with local teachers and currently available research that a more suitable standard for bilingual education is both necessary and valuable for our school systems and for the future of our students as productive and capable adults. As a survey of the current state of bilingual education in Central Florida elementary schools, this research sought to establish a clearer panoramic view of the ways in which our system is perceived as observed directly through those participating and facilitating it firsthand in local classrooms. Classroom observations and data gathered from educational professionals within the participating elementary school system, inclusive solely of those implementing a bilingual program as a method of assimilation for a high population of Spanish-speaking students transitioning to a targeted language of English, were the primary basis of this research, supplemented by existing psychological and educational research in the field of language acquisition and development in young children. Results have suggested that current methods of bilingual instruction are based upon the integrated standards of three existing models: transitional bilingual education, immersion, and English as a Second Language. The three appeared to be functioning in such a way that does not fully allow for a wide range of learning needs to be met, and that furthermore does not fully support a directed initiative toward a future in consistently dynamic and progressive research in the bilingual field, such that a standardized system flexible enough to encourage the needs of a diverse population might be realized. With further standardization and research, bilingual education might itself become a standard of American education for all students, native and non-native.
Title: A QUALITATIVE ANALYSIS OF PERSPECTIVES: EDUCATIONAL IMPLICATIONS IN THE SPANISH BILINGUAL PROGRAMS IN PRIMARY EDUCATION IN THE CENTRAL FLORIDA REGION.
0 views
0 downloads
Name(s): Araldi, Caitlin, Author
Garcia, Martha, Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2011
Publisher: University of Central Florida
Language(s): English
Abstract/Description: The proposed goal of this research was to take the data gathered and implement it in analyzing the potential reformation of programs in need of evaluation, assessing the potential benefits of further development in the field of bilingual education in the United States as a nation. Using data collected in the Central Florida region as a microcosmic example of how existing programs function in the modern elementary educational system, the purpose of this study was to demonstrate through the conduction of interviews with local teachers and currently available research that a more suitable standard for bilingual education is both necessary and valuable for our school systems and for the future of our students as productive and capable adults. As a survey of the current state of bilingual education in Central Florida elementary schools, this research sought to establish a clearer panoramic view of the ways in which our system is perceived as observed directly through those participating and facilitating it firsthand in local classrooms. Classroom observations and data gathered from educational professionals within the participating elementary school system, inclusive solely of those implementing a bilingual program as a method of assimilation for a high population of Spanish-speaking students transitioning to a targeted language of English, were the primary basis of this research, supplemented by existing psychological and educational research in the field of language acquisition and development in young children. Results have suggested that current methods of bilingual instruction are based upon the integrated standards of three existing models: transitional bilingual education, immersion, and English as a Second Language. The three appeared to be functioning in such a way that does not fully allow for a wide range of learning needs to be met, and that furthermore does not fully support a directed initiative toward a future in consistently dynamic and progressive research in the bilingual field, such that a standardized system flexible enough to encourage the needs of a diverse population might be realized. With further standardization and research, bilingual education might itself become a standard of American education for all students, native and non-native.
Identifier: CFH0004112 (IID), ucf:44891 (fedora)
Note(s): 2011-12-01
B.A.
Arts and Humanities, Dept. of Modern Languages and Literatures
Bachelors
This record was generated from author submitted information.
Subject(s): Spanish
bilingual education
Central Florida
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFH0004112
Restrictions on Access: public
Host Institution: UCF

In Collections