Transition from Bilingual Programs to All-English Programs: Issues About and Beyond Language
This article reports selected findings from an ethnographic evaluation study of transition from bilingual programs conducted for the state of Connecticut. Two school districts and two groups of students in each school district are the focus of the evaluation. At the administrative level two distinct types of transition are identified— “within school” and “between schools.” The broad policy and administrative context of how students are transitioned are described and set as background to a micro view of how the transition process gets played out in the classroom. The accessibility of the language and the content of lessons are examined along the dimensions of cognitive and linguistic demands and the notion of scaffolding for a view of the social interactive nature of teaching and learning. At the personal level, the reactions, opinions, and individual strategies of students, teachers, and administrators are considered. Recommendations include a rethinking of the relationship between the bilingual programs and the all-English programs such that the responsibility of ensuring bilingual students' success in the English classroom does not lie solely with the bilingual program. Also, the ways in which learning and language are most effective for the transitioned students are ways that are at the same time effective for all students.
Shannon, Sheila M., "Transition from Bilingual Programs to All-English Programs: Issues About and Beyond Language" (1990). CLDE Faculty Publications. 59.