A Spanish-English Dual-Language Program in New York City

1990 ◽  
Vol 508 (1) ◽  
pp. 160-169 ◽  
Author(s):  
SIDNEY H. MORISON
Keyword(s):  
New York ◽  
New York City ◽  
Dual Language ◽  
Academic Growth ◽  
Cultural Backgrounds ◽  
Language Program ◽  
Dual Language Program ◽  
City College ◽  
Enrichment Program ◽  
Classroom Structures

The dual-language program at Public School 84 provides immersion settings in Spanish and English, on an alternate-day basis, for classes containing both Hispanic and non-Hispanic children of varying degrees of language dominance. Teachers carefully avoid concurrent mixing of languages as they develop curriculum. Language itself is not taught; rather, it is learned through use in informal classroom structures that encourage social interaction. Bilingualism and biliteracy are expected outcomes by grade six but are secondary to the goal of academic growth. The dual-language program is an enrichment program that grew out of the school's earlier bilingual program, which was started in 1970 and rooted in the principles of heterogeneity and inclusion of children's cultural backgrounds. It has been a collaborative effort of staff, parents, and administration, with technical support from Professor Ricardo Otheguy of City College, New York.

Spring Breaks and Cigarette Tax Noncompliance: Evidence From a New York City College Sample

2016 ◽  
Vol 18 (8) ◽  
pp. 1773-1779 ◽  
Author(s):  
Kimberly Consroe ◽  
Marin Kurti ◽  
David Merriman ◽  
Klaus von Lampe
Keyword(s):  
New York ◽  
New York City ◽  
York City ◽  
College Sample ◽  
City College ◽  
Cigarette Tax ◽  
Tax Noncompliance

Integrated Projects and the Development of Interdisciplinary Problem-Solving Strategies

2013 ◽  
pp. 206-236
Author(s):  
Paul C. King
Keyword(s):  
New York ◽  
New York City ◽  
Problem Solving ◽  
York City ◽  
Department Of Education ◽  
City College ◽  
Core Skills ◽  
College Of Technology ◽  
Interdisciplinary Problem Solving ◽  
The City

Interdisciplinary problem solving and research skills require early preparation in two categories: critical thinking and communication. This chapter reviews the two-year process of interdisciplinary curriculum development, shaped by collaboration between the New York City Department of Education, the New York City College of Technology of the City University of New York, and City Polytechnic High School of Engineering, Architecture, and Technology. The resulting course, “Inter-Academy Integrated Projects” (IP), emphasizes multidisciplinary problem solving that includes creativity, observation, research, visual and discursive communication, and reflection. The collaborative lessons make use of project-based methodology and emphasize social responsibility. Core skills are combined across the two trimesters of IP. This endeavor will be contrasted and compared to the work of the Partnership for the 21st Century Skills by examining the use of high-impact learning practices, feedback from students and teachers, and the issues surrounding the implementation of any new curriculum.

Educator language ideologies and a top-down dual language program

2015 ◽  
Vol 20 (6) ◽  
pp. 704-721 ◽  
Author(s):  
Shannon Fitzsimmons-Doolan ◽  
Deborah Palmer ◽  
Kathryn Henderson
Keyword(s):  
Dual Language ◽  
Language Ideologies ◽  
Top Down ◽  
Language Program ◽  
Dual Language Program

scholarly journals Achieving academic control in two languages: Drawing on the psychology of language learning in considering the past, the present, and prospects for the future

2015 ◽  
Vol 5 (2) ◽  
pp. 327-345
Author(s):  
Andrew D. Cohen
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Dual Language ◽  
First Language ◽  
Language Program ◽  
Language Programs ◽  
The Past ◽  
Dual Language Program ◽  
Program Language ◽  
Academic Control

This paper first considers what it means to become truly proficient in a language other than the native one. It then looks briefly at the evolution of dual language programs. Next, it focuses on the issue of whether the first language (L1) or the second language (L2) serves as the language of mediation. Other dual language program issues are then discussed, such as how proficient learners actually become in academic and social language in the L2, their proficiency in grammar and pronunciation, and possible administrative constraints in the design and execution of such programs. Finally, attention is given to a guidebook written directly for dual language learners and for their teachers in which learners are encouraged to take a proactive role to ensure that they make the most of their dual program language learning and use experiences.

Sign in / Sign up

Export Citation Format

Share Document