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"Education, Bilingual Illinois Chicago."
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A Pilot Study of Service-Learning in a Spanish Heritage Speaker Course: Community Engagement, Identity, and Language in the Chicago Area
This article presents research findings from a pilot study of the use of service-learning in an intermediate-high class (\"Spanish Language and Culture for Heritage Speakers\") in the fall semesters of 2010 and 2011. Students reported gains in the areas of communication skills, dispositional learning, language, identity formation, and identification and solidarity with Latino communities of the greater Chicago area. The author argues that service-learning in this context not only serves the goals of the discipline of teaching Spanish language and Hispanic cultures, but that it is also potentially transformative for students. Service-learning engages with social justice education, as well as education for democracy, pointing the discipline in a promising direction as Latino student enrollments continue to grow in the years to come.
Journal Article
Latino parent involvement and school leadership in high school bilingual programs
This dissertation presents a research study of the perceived level of parent involvement in primarily Hispanic secondary schools within Chicago Public Schools (CPS) with relationship to the type of leadership practices self-identified by that school's principal. Data was collected via a questionnaire which was administered to parents of secondary English Language Learner (ELL) students. Another questionnaire was administered to the school principals in 16 high schools in the Chicago Public School System. The research question of interest for this study was: What is the relationship between the self-reported leadership practices of the school principal and the ESL parent's perceived school opportunities for bilingual parent involvement? The dependent variable used was questionnaire results from the parents, and the independent variable was the self-reported grouping of leadership style of the principals. There were 90 participants ultimately involved in this study: 75 parents and 15 principals (one principal survey was excluded as he decided not to allow the surveys to be administered to his school's parents). The context of this study is Hispanic populated schools in the Chicago Public School system. This is of particular value because the Hispanic student population is one of the greatest increasing groups in Chicago, in addition to the fact that it is also the group with the largest drop-out rate. Based on the results from both the one-way ANOVA test (p < .05) and the post-hoc Tukey's test, the parents' responses significantly differed between schools with different self-reported leadership styles in the area of “meetings.”
Dissertation
Two-Way Bilingual Immersion: A Portrait of Quality Schooling
An increasing number of schools are offering two-way bilingual immersion programs as educational options to meet the needs of both language minority and language majority students. Given the variability in program design and delivery of such programs, it is useful to examine individual programs to identify factors that may contribute to the effectiveness of this model. This article provides a description of the Inter-American Magnet School in Chicago, the oldest two-way bilingual immersion school in the Midwest. Student achievement scores, particularly those of a cohort of low- income limited English proficient (LEP) students, provide evidence that students consistently attain high levels of achievement in English reading and writing, math, science, and social studies despite receiving instruction in English for no more than 50% of the time.
Journal Article
Roberto Clemente Community Academy: A counter-narrative on Chicago school reform, 1988–1998
This case study presents a counter-narrative about urban school reform. From 1988-1998, Chicago's Puerto Rican community (Puerto Rican Chicago ) authored and implemented a school-wide reform at Roberto Clemente Community Academy. Inspired by the work of Paulo Freire, the reformers aligned the high school's mission and vision with a comprehensive agenda for community transformation in Puerto Rican Chicago. Shortly after implementation, a media campaign ignited allegations about Clemente's reformers misusing public tax dollars to indoctrinate students with anti-American Puerto Rican nationalism and finance a campaign to release fifteen convicted Puerto Rican \"terrorists.\" The media campaign prompted local and federal officials to convene special hearings and FBI grand jury investigations to investigate Clemente's reform. As a result, an \"official story\" circulated about the \"radical reform led by Puerto Rican terrorists.\" Although accusations remain unproven, recent changes in Chicago's school policy prematurely terminated the reform. Consequently, many reform advocates were frustrated and disappointed with the criminal portrayal of their work and the redirection of school control back to the Board of Education. Case study methodology revealed the reform's origins and trajectory. Through analyzing school documents, newspaper articles, and conducting in-depth interviews with nine reform advocates and architects, I uncover a context for understanding that is absent in the \"official story.\" From this analysis, a counter-narrative emerged that features the reformer's accounts and perceptions situated it in a broader discussion of global cities, neoliberalism, globalization, and colonialism. Citing Chicago's shifting political economy and imbalanced urban development since the 1970s, the discussion explores how and why the aforementioned sociopolitical dynamics inhibit democratic participation of marginalized communities who seek to reform schools.
Dissertation
Bilingual Mandate Challenges Chicago's Public Preschools
Administrators in the Chicago public schools are seeking to strike the right balance between providing guidance and permitting flexibility as they put in place the nation's first state mandate for providing bilingual education to preschoolers. New rules approved by the Illinois state board of education in June flesh out a January 2009 change that essentially extends the same requirements for educating English-language learners in K-12 public schools to 3- and 4-year-olds in public preschool centers. The new rules say that if a public preschool center has at least 20 students who speak the same language, it must offer bilingual education. By July 2014, they also say, all lead preschool teachers with ELLs in their classrooms must have an endorsement in bilingual education or English as a second language. Currently, many Illinois preschools rely on teacher assistants to provide native-language support to youngsters. The rules come at a time when states, such as California and Texas, with large numbers of children from immigrant families are focusing more on how to support the education of pre-K English-learners. But not everyone agrees that Illinois has taken the right path in its quest to extend bilingual services to younger children.
Journal Article
Undermining the Struggle for Equity: a Case Study of Chicago School Policy in a Latino/a School June 1, 2000
This paper examines implications of Chicago school policies for educators and students in one Latino/a elementary school. We argue that although Chicago's centrally regulated accountability measures may resonate with demands to improve the education of low-income children of color, current policies actually undermine the struggle for an empowering, equitable education for African Americans, Latinos, and other students of color. We develop this argument through three themes drawn from our qualitative data: 1) current Chicago Public Schools policies frustrate the efforts of some teachers at the school to promote critical literacy; 2) the policies counter curricula and pedagogies rooted in the language, culture, lived experiences, and identities of Latino/a students; and 3) the current policies reinforce ideologically the myth of individual achievement and meritocracy. Finally, we suggest some elements of a framework for a more liberatory education – one that is rooted in a sociocultural analysis of educational failure and that supports critical literacies that are grounded in students' language, culture, and experiences.
Journal Article
School Reform and Student Diversity
Case studies of eight exemplary schools demonstrate that language-minority students can learn the same academic curriculum as native English speakers while pursuing English literacy. Common school characteristics include a schoolwide vision of excellence, creation of a community of learners engaged in active discovery, and well-designed, carefully executed language-development programs. (MLH)
Journal Article
