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Theory into Practice: The Case Studies Project" covers how California developed their model for "theoretically sound" bilingual education project in 1980, which they called the "Case Studies Project." The author notes it was an ambitious project at the time, and that the California Board of Education solicited help and information from many different sources as they created the project. The author lists the basic principles of the Case Studies Project, which included language proficiency for bilingual students, basic communication skills in their second language (English), and suggestions for bilingual teachers to attain the competencies the project hoped to attain. Then, the writer notes the project was quite successful, but also created much controversy. One reason the project created controversy was that it tended to teach students in their native language, while attempting to develop ESL skills. In fact, teachers were encouraged not to bring children along too early into second-language acquisition. The creators of the project felt students would learn more effectively in their own language, and then adapt to English. While most children seemed to benefit from this course of study, it drew controversy from many critics, who felt that children should be learning English, not their native language. The author discusses how California adapted their teaching model to fit each situation, and some teachers' resistance to the project. The article then discusses outcomes in specific schools, and how successful the project was, even though it was terminated.
This article is a bit distressing to read, because it shows how successful programs can be terminated because of funding or other public pressures. This Case Studies Project seemed controversial, but the results were beneficial to the children, which is the best outcome imaginable. That the project was eventually terminated is sad, because it seemed to make good educational sense, and it produced more productive bilingual children who could continue successfully in the educational system. The author notes that the project is still used in several schools, but officially, it is dead. That is sad, not only for the people who created the successful project, but for all the students who will no longer benefit from it. It shows that education is political as well as instructional, and that is a tragedy.
References
Theory into Practice: The Case Studies Project."
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