http://educationalanthropolicy.org Anthropologists, Educators, Policy Sat, 16 Mar 2013 00:28:36 +0000 hourly 1 http://wordpress.org/?v=3.2.1 http://educationalanthropolicy.org/2010/05/18/welcome-to-educational-anthropolicy/comment-page-1/#comment-272 Eria. T. Reo Sat, 16 Mar 2013 00:28:36 +0000 http://educationalanthropolicy.org/?p=132#comment-272 A great site for me who is seeking/learning from those who know their filed. I'll be coming back every now and then. A great site for me who is seeking/learning from those who know their filed. I’ll be coming back every now and then.

]]> http://educationalanthropolicy.org/2010/05/19/bilingual-education-as-political-spectacle-koyama-and-bartlett/comment-page-1/#comment-271 Stephan D. Douglas Fri, 08 Feb 2013 08:00:56 +0000 http://educationalanthropolicy.org/?p=147#comment-271 What, then, is the source of public opposition to such programs? Cummins (2000, pp. 32–33) outlines some of the objections to bilingual education that emerged in the debate surrounding Proposition 227. Opponents of bilingual education, including many Spanish-speaking parents, argue that children in these programs are educationally disadvantaged because they do not have enough access to English during the school day. They believe that children will learn more effectively if they are instructed completely in English, and they point to the apparent failure of bilingual education students to keep pace academically with their native-English peers. Others argue that we have done well without bilingual education in the past, that the programs are expensive and often mismanaged, and that students are often kept in bilingual programs long beyond the point that they are effective, again denying them full access to the language they truly need to succeed in this country. We must also keep in mind that these discussions are never purely about educational policy and are embedded in larger discussions about immigration and national identity. What, then, is the source of public opposition to such programs? Cummins (2000, pp. 32–33) outlines some of the objections to bilingual education that emerged in the debate surrounding Proposition 227. Opponents of bilingual education, including many Spanish-speaking parents, argue that children in these programs are educationally disadvantaged because they do not have enough access to English during the school day. They believe that children will learn more effectively if they are instructed completely in English, and they point to the apparent failure of bilingual education students to keep pace academically with their native-English peers. Others argue that we have done well without bilingual education in the past, that the programs are expensive and often mismanaged, and that students are often kept in bilingual programs long beyond the point that they are effective, again denying them full access to the language they truly need to succeed in this country. We must also keep in mind that these discussions are never purely about educational policy and are embedded in larger discussions about immigration and national identity.

]]> http://educationalanthropolicy.org/2010/05/18/welcome-to-educational-anthropolicy/comment-page-1/#comment-270 website Sat, 02 Jun 2012 16:06:13 +0000 http://educationalanthropolicy.org/?p=132#comment-270 fairly helpful stuff, in general I picture this is worthy of a book mark, thank you fairly helpful stuff, in general I picture this is worthy of a book mark, thank you

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