Demographers predict that by the end of the century Spanish-speaking persons will constitute the largest minority group in the United States--in this context, bilingual education must be considered a crucial issue for educators and policymakers at the state, national, and local levels. Professors Cafferty and Rivera-Martínez analyze bilingual education policies and programs, particularly as they affect the Puerto Rican child, and reach some startling conclusions. They find that these programs do not, despite the best intentions, offer the equal opportunity and social mobility that has been their purpose. While the authors attempt to neither examine nor define the general problem of bilingual education methodology, they do address the problem of educating the Puerto Rican child as one minority among many. They suggest alternatives for solving the problem and recommend specific policies for federal, state, and local governments attempting to integrate Spanish-speaking minorities into the educational process.
Table of Contents
Westview Replica Editions -- Foreword -- Introduction -- Language, Culture, and National Identity -- Bilingual Education in the United States -- Bilingual Education in Puerto Rico -- The Puerto Rican Migration -- Case Studies: Four Puerto Ricans on the Island -- Case Studies: Four Puerto Ricans on the Mainland -- Case Study: A Puerto Rican Family on the Mainland -- A Language Policy for Puerto Ricans: Conclusions and Recommendations
Pastora San Juan Cafferty, who emigrated from Cuba as a child, is associate professor in the School of Social Service Administration at the University of Chicago and a study director at the National Opinion Research Center. Carmen Rivera-Martínez, a native of Puerto Rico, teaches at the Jane Addams College of Social Work at the University of Illinois Chicago Circle campus.