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The ANNALS of the American Academy of Political and Social Science
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A Spanish-English Dual-Language Program in New York City

SIDNEY H. MORISON

The dual-language program at Public School 84 provides immersion settings in Spanish and English, on an alternate-day basis, for classes containing both Hispanic and non-Hispanic children of varying degrees of language dominance. Teachers carefully avoid concurrent mixing of languages as they develop curriculum. Language itself is not taught; rather, it is learned through use in informal classroom structures that encourage social interaction. Bilingualism and biliteracy are expected outcomes by grade six but are secondary to the goal of academic growth. The dual-language program is an enrichment program that grew out of the school's earlier bilingual program, which was started in 1970 and rooted in the principles of heterogeneity and inclusion of children's cultural backgrounds. It has been a collaborative effort of staff, parents, and administration, with technical support from Professor Ricardo Otheguy of City College, New York.

The ANNALS of the American Academy of Political and Social Science, Vol. 508, No. 1, 160-169 (1990)
DOI: 10.1177/0002716290508001013
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