1. Experiences and Perceptions of Bilingual Students in Two Settings Contact Information Erica Darken School District of Philadelphia 215-227-4435 ebdarken@philasd.org Comparison of the Programs Using Janks’ 1 Framework on Critical Literacy Education El Paso Dual Language Program Philadelphia Transitional Bilingual Program Domination-Both languages are used K-12 -State testing in each language (3 rd & 4 th Spanish, 5 th -8 th English) -Bilingual teacher is the dominant identity within the school -Both languages are used K-5, then only English -State testing in English except for accommodations within 3 year window -Bilingual teacher is the minority identity within the school Access-To 3 languages per child, 6 total in the school -To a rich curriculum -To the dominant language -To native language as a support -To meta-cognitive strategies Diversity-Trilingual instruction for all students, regardless of linguistic background -Main hallway has flags, artifacts -Regular “cultural activities” -Deficit model of minority language -Bilingual children are segregated -Culture celebrated in assemblies -Curriculum narrowed Design-Administrators decide percentages -Students code switch and question -Teacher reinforces language separation -Administrators decide percentages -Students code switch -Teacher “translanguages 2 ” Student attitudes towards languages The El Paso students focused on personal relationships, especially family heritage. Christina said that her family is “100% Mexican” and she would like to learn more Spanish in order to speak with more family members. Several students referred to the importance of knowing languages just in case they were needed during travel or other communication opportunity. Melissa said, “It’s good to know extra languages” to be ready to translate. The Philadelphia students’ ideas about the importance of language learning were far from unified; a larger sample might have helped. A few ideas were: academic success, career goals, family connection, secrecy, and avoiding embarrassment. Research to Practice Strategies Philadelphia’s bilingual programs should provide a model and a curriculum that encourage students to examine and value bilingualism. 1 Janks, H. (2000). Domination, Access, Diversity and Design: A synthesis for critical literacy education. Educational Review, 52 (2), 175-186. 2 Bartlett, L. & García, O. (2011). Additive schooling in subtractive times: Bilingual education and Dominican immigrant youth in the Heights (1-28, 115-150). Nashville: Vanderbilt University Press. Background The transitional bilingual education model that the School District of Philadelphia offers for the majority of students in bilingual classrooms is but one of several models. In its Action Plan, the SDP cites its intentions to improve and expand bilingual programs. Program model is a key variable to consider in implementing these goals. I seek to examine the messages that program models convey to students. Project Overview The purpose of this study is to compare the experiences and perceptions of students enrolled in bilingual education programs in two distinct public elementary school settings. Methods I compared district literature on the two programs, observed bilingual 4th grade students in their classrooms, and interviewed 8 students in El Paso, and 4 in Philadelphia. Results/Conclusions