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A Comparison of How the United State...

Cruz, Xiomara.

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A Comparison of How the United States and Singapore Educators Value and Promote Bilingualism: A Multiple-Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Comparison of How the United States and Singapore Educators Value and Promote Bilingualism: A Multiple-Case Study./
Author:	Cruz, Xiomara.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	109 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Bilingual education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13899231
ISBN:	9781392301777

A Comparison of How the United States and Singapore Educators Value and Promote Bilingualism: A Multiple-Case Study.
Cruz, Xiomara.

A Comparison of How the United States and Singapore Educators Value and Promote Bilingualism: A Multiple-Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 109 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ed.D.)--Northcentral University, 2019.

This item must not be sold to any third party vendors.

The following comparative analysis sought to identify and compare the perceptions, shared experiences, and instructional methods teachers have and utilize when implementing bilingual programs in Singapore, as compared to in the U.S. Singapore has a mandatory bilingual curriculum across all years of instruction. Singaporeans, as part of an educational system, hold a positive perception of bilingual education, and Singapore has been consistently ranked as one of the world's top educational systems. Comparing Singapore to the U.S. helped identify similarities and differences in strengths and weaknesses stakeholders could use to improve/reform the current U.S. bilingual models. The problem studied was the targeted implementation of bilingual education in the U.S., opting for transitional models over dual language programs. To study this problem, this research evaluated the similarities and differences in teachers' and administrators' perceptions, experiences, and methodologies regarding the development and instructional practices of bilingual programs in Singapore and the U.S. There were two data sources used in this study. A review of archival records published by the Singapore's Ministry of Education and the Texas Education Agency (TEA) (e.g., policies, curriculum, and reports). The second data source was an hour-long semi-structured interview with purposefully selected teachers and administrators from Texas, conducted through Skype or phone calls. All data related to Singapore were evaluated through archival records. Through this comparison, this study sought to identify elements potentially helping to close the achievement gap for language minority students in the U.S. The findings of this study indicated, while all educators agreed bilingual education is important and of high value, it is poorly regarded by the U.S. educational system as evidenced by the lack of support, programmatic consistency, and resources provided. Singaporeans hold a very positive perception of bilingual education, describing it as a very important pillar of the educational system and attribute part of their economic success to being a bilingual country. The implications of these findings suggested, based on the positive findings around bilingual education in successful countries like Singapore, the U.S. should thoroughly implement bilingual programs across the country for all students to benefit. Further exploration of effective bilingual programs in academically successful countries and an evaluation of their methodologies and implementation would also be necessary to improve the quality of bilingual programs in the U.S. Such measures could potentially improve the perception teachers and administrators have regarding bilingual programs in the U.S. Further research should be pursued in the area of bilingual education and its social-cultural impact. New investigations should examine larger samples of teachers, adding students, conducting the study for a longer period of time, and including diverse socio-economic schools.

ISBN: 9781392301777Subjects--Topical Terms:

2122778
Bilingual education.
Subjects--Index Terms:

Bilingual education

A Comparison of How the United States and Singapore Educators Value and Promote Bilingualism: A Multiple-Case Study.
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520 $a The following comparative analysis sought to identify and compare the perceptions, shared experiences, and instructional methods teachers have and utilize when implementing bilingual programs in Singapore, as compared to in the U.S. Singapore has a mandatory bilingual curriculum across all years of instruction. Singaporeans, as part of an educational system, hold a positive perception of bilingual education, and Singapore has been consistently ranked as one of the world's top educational systems. Comparing Singapore to the U.S. helped identify similarities and differences in strengths and weaknesses stakeholders could use to improve/reform the current U.S. bilingual models. The problem studied was the targeted implementation of bilingual education in the U.S., opting for transitional models over dual language programs. To study this problem, this research evaluated the similarities and differences in teachers' and administrators' perceptions, experiences, and methodologies regarding the development and instructional practices of bilingual programs in Singapore and the U.S. There were two data sources used in this study. A review of archival records published by the Singapore's Ministry of Education and the Texas Education Agency (TEA) (e.g., policies, curriculum, and reports). The second data source was an hour-long semi-structured interview with purposefully selected teachers and administrators from Texas, conducted through Skype or phone calls. All data related to Singapore were evaluated through archival records. Through this comparison, this study sought to identify elements potentially helping to close the achievement gap for language minority students in the U.S. The findings of this study indicated, while all educators agreed bilingual education is important and of high value, it is poorly regarded by the U.S. educational system as evidenced by the lack of support, programmatic consistency, and resources provided. Singaporeans hold a very positive perception of bilingual education, describing it as a very important pillar of the educational system and attribute part of their economic success to being a bilingual country. The implications of these findings suggested, based on the positive findings around bilingual education in successful countries like Singapore, the U.S. should thoroughly implement bilingual programs across the country for all students to benefit. Further exploration of effective bilingual programs in academically successful countries and an evaluation of their methodologies and implementation would also be necessary to improve the quality of bilingual programs in the U.S. Such measures could potentially improve the perception teachers and administrators have regarding bilingual programs in the U.S. Further research should be pursued in the area of bilingual education and its social-cultural impact. New investigations should examine larger samples of teachers, adding students, conducting the study for a longer period of time, and including diverse socio-economic schools.
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