Planning Language-in-Education in Arkansas: A Case Study
Author(s):
Lincoln-porter, Felicia
Format:
Journal article
Citation:
Working Papers In Educational Linguistics, Volume 9, Issue 1 (1993-04). pp. 83-103.
Language:
English
Abstract:
Areas of AR with minority language populations were studied to determine how language education planning is conducted in AR, a state with little or no experience with diversified language populations. Three cases are studied: the Hmong in Fort Smith, the Springdale School District, & Paragould Junior High School. AR has no mandate for or against minority language education, but the state has about 2,000 permanent non-English-speaking residents. Each of the methods for educating second-language (L2) learners at the school districts are described & compared. Throughout AR, it was found that school districts often did not know how & did not have the resources to deal with limited English proficiency students. It was observed that education planners viewed bilingualism as only a transitional role & not as a status to be achieved. Due to AR's decentralized language planning situation, each of the three school districts provided different contexts for L2 learners. The goal of AR educators was to assimilate minority children as quickly as possible into the majority culture; maintenance of the minority language was considered to be unimportant considering the availability of time, money, & skilled teachers. 21 References. Adapted from the source document