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The Newton Alternative to Bilingual Education

A twenty-year debate has divided educators over the question of the use of the native language in the education of language-minority children whose English-language skills are not developed enough for regular classroom work. The dramatic increase in the number of these children — refugees, legal and illegal immigrants, and the native born — together with the diversity of languages and ethnic groups represented dictates a need for a variety of educational solutions. The Newton, Massachusetts, public school district has developed a model program that, without relying on the use of the native language, provides a comprehensive array of services. The program goals are clear, closely focused, and have the understanding and approval of teachers and parents. Newton's program responds to the needs of language-minority children from thirty different language origins and a very wide range of socioeconomic backgrounds. Its main features can be implemented, partly or entirely, in other school districts with similarly diverse populations.

The ANNALS of the American Academy of Political and Social Science, Vol. 508, No. 1, 147-159 (1990)
DOI: 10.1177/0002716290508001012


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