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• W1569889876 abstract "In this article we describe a research project that was carried out over a period of 1 year in a Western Australian primary school, sit uated in a low socioeconomic area, which has a Khmer-English bilingual program. The views ex pressed above are those of March, the Khmer speaking teacher. (All participants have been given pseudonyms.) They reflect the aims of the program: to develop the children's English lan guage and literacy, and at the same time maintain and extend their Khmer language and introduce them to literacy in their first language. The ra tionale for the program was not only to increase cognitive skills, but also to provide the children with the means to participate fully in their fami lies and community. We begin by setting the pro gram within the wider context of bilingual education in general, then we outline the research process, summarise our findings about two as pects of the program, and conclude by identify ing a number of important factors that appear to be related to its ongoing viability. Various research studies point to the benefits of bilingual programs in the early years for chil dren whose knowledge of the language of the dominant culture is limited. Snow, Burns, and Griffin (1998) claimed that, Because being able to read and write in two languages confers nu merous intellectual, cultural, economic and social benefits, bilingualism and biliteracy should be supported wherever possible (pp. 324-325). They also concluded from their study of the re search literature that two group risk factors for reading difficulties are having limited proficien cy in spoken English and coming from a low income family in a poor neighbourhood. Thus, it seems that access to bilingual education is par ticularly important for students whose first lan guage is different from that of the dominant culture, particularly if they come from low income backgrounds. There is evidence for this in a study by Hornberger (1992) of Cambodian students in Philadelphia who were provided with ESL instruction only, with no school or commu nity support for Khmer language and literacy. Over time the students lost their ability to com municate effectively within their families, which resulted in social disruption. Taking a historical perspective, Au (2000) has pointed out that speaking a first language other than English traditionally has been seen as a liability in young children from immigrant or low-income families and that research has concentrated on their limited English proficien cy rather than on their knowledge of other lan guages. More recently, however, there has been some research that focuses on what bilingual students can do in their two languages. For ex ample, Jimenez, Garcia, and Pearson (1996) and Garcia (1998) found that Spanish-English bilin gual students were able to use cross-linguistic strategies in their reading to a greater extent than had been expected. Garcia (1998, 2000) identified particular strategies, including code switching and translating, that should be seen as resources that reflect bilingual identity, rather than as compensatory strategies." @default.
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• W1569889876 date "2001-01-01" @default.
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• W1569889876 title "Learning in Two Languages: A Bilingual Program in Western Australia." @default.
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