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Latino Parental Access to Biliteracy...

Palma, Griselda.

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Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines: Exploratory Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines: Exploratory Study./
作者:	Palma, Griselda.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	317 p.
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
標題:	Bilingual education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10598990
ISBN:	9780355214550

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines: Exploratory Study.
Palma, Griselda.

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines: Exploratory Study. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 317 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--The Claremont Graduate University, 2017.

An exploratory study of Latino majority elementary (LME) schools was launched to investigate if parents of English Language Learners (ELLs) are provided due process to biliteracy programs in low-income schools in San Diego County.

ISBN: 9780355214550Subjects--Topical Terms:

2122778
Bilingual education.

Latino Parental Access to Biliteracy Programs in Selected Latino-Majority Schools Based on the Castaneda Guidelines: Exploratory Study.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Advisers: Alberto M. Ochoa; William Perez.
502 $a Thesis (Ph.D.)--The Claremont Graduate University, 2017.
520 $a An exploratory study of Latino majority elementary (LME) schools was launched to investigate if parents of English Language Learners (ELLs) are provided due process to biliteracy programs in low-income schools in San Diego County.
520 $a The main research question of the study asked: How are the instructional programs in LME schools preparing Latino ELLs to fully participate in a multilingual global society from the perspective of ELL parents? To answer the main research question, three sub-questions guided the study: (1) Are Latino-majority schools providing parents due process to research-based biliteracy education (BE) programs? (2) Are Latino-majority schools providing adequate resources and personnel in addressing the instructional needs and biliteracy skills of ELLs? (3) Are Latino- majority schools providing effective instructional programs that address the instructional needs and biliteracy skills of ELLs?
520 $a The research framework of the study used the Castaneda Guidelines, derived from the Fifth Circuit court ruling of Castaneda v. Pickard (1981) that outlines three conditions of due process to educational benefits addressing ELLs, namely, (a) instructional services that are pedagogically research based, (b) necessary resources to support the instructional approach, and (c) demonstrating instructional program effectiveness. One main case study school was the focus of the study, with three LME schools observed to contrast the identified themes of the study using the Castaneda Guidelines. The four LME schools, with student enrollments of over 70% Latino and 50% ELLs, were examined using qualitative methods, involving semi-structured interviews, collection of field study data and applying content analysis methods to identify salient themes. For the school observations, the Guiding Principles of Dual Language Education (Howard, Sugarman, Christian, Lindholm-Leary, & Rogers, (2007) were used as a blueprint, upon which an enhanced system of rubrics that incorporated the Castaneda Guidelines, were developed into an assessment tool.
520 $a The results of this study identified nine themes, corresponding to the Castaneda Guidelines, which suggest that in LME schools a high level of instructional tension exist, consisting of (a) philosophical and pedagogical tensions in promoting dual language education (DLE) for Latino ELLs; (b) a shortage of biliteracy curriculum materials and teachers committed to DLE; and (c) a disregard for the primary language of Latinos who speak a language other than English. Above all, the results of the study point to the sad fact that the rights of Latino parents, as legitimated educational surrogates of ELLs, are often compromised and not honored as both state and federal regulations mandate.
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