Browsing by Subject "bilingual education"
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Item An Overview of Immigration Issues in Education: A Brief History and Contemporary Issues(2015) Castro, Andrene; Malinowska, Aleksandra; Serrata, Luz Del CarmenImmigration to the United States has long existed as a part of an American tradition. While debates centering on immigration issues are often politically driven, we hope to highlight and examine immigration from an educational context. In this paper, we first provide a brief synopsis of policy measures affecting different immigrant groups. Then, we discuss major challenges of the immigrant experience from a perspective of departure and arrival. Finally, this overview offers a broad context for national and local responses to immigrant students and communities.Item An Overview of U.S. Bilingual Education: Historical Roots, Legal Battles, and Recent Trends(2014) Bybee, Eric Ruiz; Henderson, Kathryn I.; Hinojosa, Roel V.This article provides a broad review of the development of bilingual education programs in the United States. We start by providing a brief background and then describe the historical trends, policies, and legal decisions that laid the framework for the implementation of formal bilingual education in our public schools. Lastly, this review highlights recent developments that have complicated traditional views of bilingual education in policy and practice.Item Child Development Policy for Texas, PRP 2(LBJ School of Public Affairs, 1973) Blissett, Marlan; Mahaffey, Patrick L.; Schmandt, JurgenItem Community, Home, and School Partnerships: A Critical Issue in Bilingual Education(Texas Education Review, 2013) Peralta, ClaudiaItem Federal Policies for Equal Educational Opportunity: Conflict and Confusion, PRP 23(LBJ School of Public Affairs, 1977) Gronouski, John A.; Radin, Beryl A.; Yudof, MarkItem Funds, Force, Friction: Intergovernmental Relations in Programs for Children and Youth in Texas, PRP 48(LBJ School of Public Affairs, 1982) Grubb, W. Norton; Rhodes, LodisItem Identity-Based Revitalization in the Maya Communities of Guatemala: A Focus on Dress and Language(2020-05) McChesney, HannahThe Maya people have lived in Central America since as early as 250 A.D. and speak 22 officially recognized languages, inhabiting what is now present-day Guatemala. These communities have for centuries been the target of subversive socioeconomic and political policies imposed by Spanish colonizers, then later the national government, and most recently were the victims of a State-led genocide in the early 1980s. However, these communities have continued to fight for the recognition of their rights and the freedom to peacefully express their culture through traditional practices of dress, language, religion, and other customs that vary geographically and between distinct ethnic groups. This work focuses primarily on revitalization efforts in dress and language since the mid-twentieth century that have sought to reverse cultural repression tactics implemented by the State and overturn social prejudices. The research is based on information from historical studies, primary sources, and a cultural anthropological study done with Maya people in Guatemala. Detailed in this work is the essence of the Maya cultural identity, the history of its suppression, and the three fronts on which the revitalization movement has been based: political mobilization, works of the Pan-Maya Movement and Maya scholars, and community-based efforts centered around education.Item The Initial Effects of House Bill 72 on Texas Public Schools: The Challenges of Equity and Effectiveness, PRP 70(LBJ School of Public Affairs, 1985) Grubb, W. NortonItem Language Policy Insights: The Success of Latinos in Teacher Education Programs(Texas Education Review, 2013) Compean-Garcia, Nancy; Garcia, Samuel S.Item One Size Does Not Fit All: Variation in English Learners’ Programmatic Experiences and Postsecondary Trajectories(2024-01-15) Schudde, Lauren; Callahan, Rebecca; Kwon, Yujin; Pack-Cosme, KimberlyAlthough students who have ever been identified as English learners (ever-ELs) during K–12 comprise a growing share of the population, the transient nature of K–12 English Learner (EL) status and services makes it difficult for researchers to follow their educational pipeline. Ever-ELs’ backgrounds and experiences vary considerably, with differences in grade of entry into the U.S. school system, duration in EL status, and, for some, waiving out of English language development services. We use longitudinal state administrative data with repeated measures of EL status to examine the college entrance; college type; and early, intermediate, and long-term college outcomes of Spanish-speaking ever-EL students in Texas. By linking K–12, postsecondary, and workforce data, we control for differences in students’ demographic and academic characteristics and examine the association between their EL programmatic experiences and postsecondary outcomes. Our results offer new insights into the postsecondary trajectories of ever-EL high-school seniors.Item Securing Our Future: The Importance of Quality Education for Minorities, PRP 96(LBJ School of Public Affairs, 1992) Marshall, Ray; Glover, Robert W.; Plascencia, Luis; Garza-Lubeck, Maria; Nielsen, RobertItem The Social Safety Net Reexamined: FDR to Reagan, PRP 86(LBJ School of Public Affairs, 1989) McCulley, Richard T.Item Texas Education Review, Volume 5, Issue 1: An Overview of Language Ideologies in Bilingual Education(2017) Hurie, Andrew H.; Degollado, Enrique DavidItem Texas Education Review, Volume 5, Issue 1: Dual Language Education and the Erasure of Chicanx, Latinx, and Indigenous Mexican Children: A Call to Re-imagine (and Imagine Beyond) Bilingualism(Texas Education Review, 2017) Martínez, Ramón AntonioItem Texas Education Review, Volume 5, Issue 1: Language Ideologies in Bilingual Education Policy and Practice(Texas Education Review, 2017) Gort, MileidisItem Texas Education Review, Volume 5, Issue 1: The Specter of Semilingualism in the Bilingualism of Latino Students(Texas Education Review, 2017) Flores, Nelson