Date of Award:

5-1989

Document Type:

Thesis

Degree Name:

Master of Science (MS)

Department:

Psychology

Committee Chair(s)

William Dobson

Committee

William Dobson

Abstract

The educational system in the United States is meant for the native speakers of English. As a result, students who are limited English proficient do not succeed academically in this educational system.

Literature presents much evidence as to the effectiveness and successes of students' academic performance when their mother tongue or home language is used in the classroom.

Successful bilingual program models which could be used with Navajo students was sought through the literature.

Through the literature there was no one method that was appropriate for all bilingual programs. There were three distinct program models discussed in the literature: the transitional, immersion, and maintenance models.

The transitional model is an English-as-a-second language approach. Students are taught in their first language but transition to English as soon as possible is encouraged. English fluency is the goal. In the immersion program all instruction is in English. This immersion model uses the English language only. The students are surrounded by English throughout the school day. The maintenance model attempts to maintain the mother tongue. Appreciation and loyalty of the original language is one motivating factor for the maintenance model.

There are many problems surrounding bilingual education. These problems are in the areas of terminology, procedures, practices, evaluations and assessments, objectives, philosophies, goals, teacher training, materials, methods, and even the implementation of a bilingual program. There is some academic advantages to using two languages. It provides the learner the advantage of participating and functioning in two cultures, socially and academically.

Amid all the controversy, the educational system is attempting to provide meaningful education for the limited English proficient students.

The primary recommendation of this paper is that bilingual programs focus on the needs of the second language learner, with cautions regarding the use of experimental programs.

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