Historical, Cultural, and Linguistic Aspects of Spanish-English Bilingual Education in Michigan.

This study is directed toward teachers who have had little or no teaching experience in the Spanish-English bilingual classroom. It should prove useful to those who need a better underst and ing of bilingual education in Michigan and to those who are seeking ways of becoming more effective teachers in the bilingual classroom. Chapter I deals with the history of Spanish-English bilingual education in Michigan and argues that Latino students are culturally and linguistically different from their Anglo counterparts. Chapter II discusses how these differences are manifested in speech alternates according to person, place, and topic. Chapter III examines the Spanish language as it occurs in Albion, Michigan and its major lexical, phonological, and structural features. Chapter IV reviews educational goals in the bilingual classroom and teacher attitudes toward language variation. Chapter V illustrates how attitudes toward language affect learning and suggests teaching strategies to overcome cultural differences between the teacher and the student. There is no guarantee that the more bilingual teachers learn about the cultural and linguistic background of their students, the more they will become better teachers. Yet my own educational experience has shown that when teachers and students share a common bond, the prospect for learning is enhanced. This study is an attempt to bridge the gap between the bilingual teacher and Latino student, and thus provide common ground upon which learning can take place.PhDLanguageUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/158784/1/8214950.pd