(Bi)Lingual, (Bi)Cultural, and the Space In Between
Major
Educational Studies
Second Major
Hispanic Studies
Submission Type
Oral Presentation
Area of Study or Work
Hispanic Studies(Spanish)
Faculty Advisor
Carmela Ferradáns
Location
CNS E101
Start Date
4-13-2024 11:15 AM
End Date
4-13-2024 12:15 PM
Abstract
In this research project, I am investigating the differences in the US education system in regards to Spanish bilingual education. This research is rooted in the political and policy debate surrounding Dual Language Programs and Transitional Bilingual Programs, which blossomed during the Reagan administration in the 1980's. More specifically, I am researching the differences between these two programs and their individual cognitive benefits. In order to examine these differences, I will compare them using two different populations: Bloomington, IL and Saint Charles, IL. Both of these areas have different populations as well as different offerings of bilingual support and education. Research in bilingual education shows that language barriers can prevent students from receiving adequate education in the core subjects. Without the proper support, English as a Second Language (ESL) learners are placed at an extreme disadvantage compared to their native English-speaking peers. These two types of programs offer opportunities that can place ESL learners at the same level or even at an advantage. Through this research, I will answer which program is the best, and which one offers the most cognitive benefits to students. I will begin by presenting the two types of programs in this study and the populations of this research. Then I will compare the two populations as well as the programs to determine which has the better cognitive benefits for the students enrolled.
(Bi)Lingual, (Bi)Cultural, and the Space In Between
CNS E101
In this research project, I am investigating the differences in the US education system in regards to Spanish bilingual education. This research is rooted in the political and policy debate surrounding Dual Language Programs and Transitional Bilingual Programs, which blossomed during the Reagan administration in the 1980's. More specifically, I am researching the differences between these two programs and their individual cognitive benefits. In order to examine these differences, I will compare them using two different populations: Bloomington, IL and Saint Charles, IL. Both of these areas have different populations as well as different offerings of bilingual support and education. Research in bilingual education shows that language barriers can prevent students from receiving adequate education in the core subjects. Without the proper support, English as a Second Language (ESL) learners are placed at an extreme disadvantage compared to their native English-speaking peers. These two types of programs offer opportunities that can place ESL learners at the same level or even at an advantage. Through this research, I will answer which program is the best, and which one offers the most cognitive benefits to students. I will begin by presenting the two types of programs in this study and the populations of this research. Then I will compare the two populations as well as the programs to determine which has the better cognitive benefits for the students enrolled.