Large numbers of Puerto Rican and other non-English-speaking students live in school districts throughout New York State. To enable these students to function in an English-speaking society while retaining their own culture, a policy to promote bilingual program planning was established by the Board of Regents of New York State in 1972. In this statement of that policy, communities are advised regarding strategies for determining local needs and identifying resources, within a framework of flexible program possibilities. The state's commitment to meeting the educational needs of minority citizens is reviewed through a summary of policy statements and programs sponsored by the Board of Regents. Priorities for action to implement the policy emphasize: (1) increased allocation of resources to bilingual education, (2) improvements in teacher training and teaching methods, and (3) state assistance to localities that bear the burden of program development. Appendices present data on: (1) academic success of Puerto Rican students in New York; (2) Title VII ESEA expenditures in New York, 1969-1972; (3) ethnicity in New York public schools; (4) English speaking ability of New York City public school students; and (5) ethnic idenity of undergraduates in New York colleges and universities. The document is presented in Spanish and in English. (JB)
New Mexico Highlands Univ., Las Vegas. Media Materials Center., New Mexico Highlands Univ., Las Vegas., and Valencia, Atilano A.
Abstract
One in a series on cultural pluralism and multicultural education, this collection of 10 brief articles focuses on bilingual education with much of the material specific to Spanish-English programs. Dennis Wilson discusses Indian self determination and the task of preserving Indian culture while solving contemporary Indian problems. Lorenzo Gonzalez contributes two articles in Spanish; one depicts the Chicano as unique representative of both Latin and Anglo culture and urges complete bilingualism; the second is a collection of folk wisdom. Three articles by Atilano Valencia discuss bilingual education models, training for bilingual teachers, and the need for school and community commitment if bilingual education programs are to be successful. Cecilio Orozco describes and critiques three bilingual program models. David Conde reviews the history of bilingual education and points out the overall failure of compensatory bilingual programs; he emphasizes the need for education that considers the socio-cultural characteristics of the students and their community. Dolores Gonzalez discusses cultural pluralism and the elementary school curriculum and describes the inservice teacher training necessary to implement an innovative bilingual-bicultural program. A children's story by Julia Sanchez tells of an Anglo boy's first visit with a Chicano family and his introduction to a new language and new customs. (JH)
Published
1974
Discovery Service for Jio Institute Digital Library
For full access to our library's resources, please sign in.