BILINGUAL BICULTURAL EDUCATION: THE VIEW FROM ACROSS THE CAMPUS

TL;DRAbstract

When life is finally discovered in the outer reaches of the solar system and the first distinguished visiting professor of linguistics from Krypton comes to my campus, I hope to be eating somewhere else when he/she/it asks the meaning of the word salad. Salads can be hot or cold, sweet or salt, cooked or raw, chopped or whole, the first, main, or final course of a meal. The Kryptonian who relies on the dictionary definition will certainly fail to identify some of the members of the class. The case is not so perplexing with bilingual bicultural education (BBE), but nearly so, with talk of transition, maintenance, immersion; compensation, enrichment; NES, LES; one-way, two-way programs (although the latter are nearly dead); assimilation, pluralism. That is a partial list of the dilemmas of BBE in the 1980s, the overt ones; underneath are covert premises which need to be brought into the light. For example, I have attended conferences at which papers on bilingualism were read in Spanish?a

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