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Indiana University-Purdue University Indianapolis (IUPUI) / La educación bilingüe en los Estados Unidos es un tema que puede causar y que ha causado muchos problemas entre los anglohablantes y los no anglohablantes (especialmente los hispanohablantes) que viven juntos en este país tan diverso e inmenso. La educación bilingüe es un problema porque crea preguntas sobre la identidad nacional, el federalismo, el poder, la etnicidad, y la pedagogía.

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This cross-sectional inquiry examines first-, third-, and eighth-grade dual immersion students' use of Spanish and English when interacting with their teachers and peers in a U.S. school. Findings are based on classroom interactions, student and teacher interviews, and student questionnaires intended to determine when students diverged from using the language of instruction and whether their age or language background affected their language use. In addition, teachers' impact on student language use is examined, and other factors affecting language use—such as the length of a students' stay in the United States—are discussed. An overall preference for English was found among first and third graders, while eighth graders spoke more Spanish to their peers and teachers. Findings indicate that this language behavior may have been more than a function of the students' age. It appeared to be linked to students' language background, teaching activities that promoted students' positive identification with Spanish language and Hispanic culture, the absence of native English speakers, and the presence of Spanish-dominant newcomers.

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With the increase in emergent bilinguals and higher standards for all, the challenge for educational stakeholders is to fully utilize dual language programs as a prominent means toward meeting and surpassing rigorous state and national standards. Part of maximizing dual language programs’ impact, and the purpose of this study, was to provide detailed analyses of program models and student biliteracy development. Thus, the research questions sought to explore the level of understanding and implementation of dual language programs in general and the biliteracy component in particular at each campus, before documenting the second through fifth grade English and Spanish reading biliteracy trajectories of students at each school. Both campuses experienced more challenges in the implementation of the program structure, staff quality, and professional development rather than in curriculum and instruction. Furthermore, although both campuses’ students experienced positive trajectories towards biliteracy by the end of fifth grade, each campus was characterized by different rates and correlation between English and Spanish reading growth in each grade. Finally, the researcher conducted a split plot MANOVA to examine how much variance in the biliteracy trajectories was explained by school attendance, gender, initial English oral language and initial Spanish oral language; only school of attendance and initial English oral language levels explained the variance in biliteracy trajectories for students at these campuses.

Indiana University-Purdue University Indianapolis (IUPUI) / El estudio propuesto aquí evalúa las actitudes de estudiantes en el colegio hacia la diversidad en Estados Unidos, el aprendizaje de español, la educación bilingüe y la motivación de aprender una lengua extranjera. Tambien, compara las actitudes de estudiantes tradicionales y de estudiantes en un programa de inmersión. los programas de inmersión y clases tradicionales no resultan en actitudes completamente diferentes hacia aspectos importantes de lenguas extranjeras. Tienen perspectivas similares hacia la integración de personas de culturas diferentes en sus escuelas y clases. Además, están de acuerdo sobre la importancia de español y los programas que promueven el bilingüismo en los Estados Unidos. Los estudiantes en el programa bilingüe tienen actitudes más positivas hacia la educación bilingüe, pero los resultados no muestran que tienen actitudes más positivas hacia el aprendizaje de español ni una motivación más alta que los estudiantes tradicionales.