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

Abstract

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.

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References

1. William G. Blair , “New York Widens Bilingual Studies,” New York Times, 15 Jan. 1989.

2. For a more detailed account, see Sidney H. Morison , “Decentralization 5 Years On: A Principal's View,” Urban Review, 7(3):197-206 (July 1974).

3. Big books are approximately 14″× 18″ versions of familiar children's stories. They encourage reading along and choral reading. Children find them extremely attractive and love to browse through them and read their normal-size counterparts.

ibid., pt. 2, 60(5):54-55 (May 1981).