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EFFECTIVE EVALUATION IN BILINGUAL EDUCATION
GEZI, KAL 이화여자대학교 동서교육연구소 1984 East west education Vol.5 No.1
The plight of the non-English and limited-English speaking students, who in 1980 constituted 325,748 learners in K through 12th grades in California alone, has become a major concern in education today. One of the main thrusts designed to meet the needs of these children lies in the field of bilingual education. Section 52163 of the California Education Code defines bilingual bicultural education as "… a system of instruction which uses two languages, one of which is English, as a means of instruction:" (p. 1365) But with the increasing emphasis on budget cutting in the nation, a greater clamor for accountability and rigorous evaluation of bilingual education has been evident in recent years. While there have been several studies supporting bilingual education as a viable approach to meeting the needs of the limited and non- English students (Gezi, 1974), the emphasis placed by the federal, state and local authorities has been for bilingual programs to demonstrate systematically that they can help children learn English and increase their achievement more than the monolingual programs could do
Seki, Eiko 이화여자대학교 동서교육연구소 1985 East west education Vol.6 No.1
In this chapter, we examine the way how Korean people were involved in the reestablishment of their education under the circumstances mentioned above. Under the U.S. Military Government, how did Koreans view their new education? What did they do with its reconstruction? And what sort of role did they play in the whole picture of educational reform in Korea after Liberation? Unlike the case in Japan, the U.S. Government was not ready for occupation in Korea after World War Ⅱ. As a result, they could not help taking the so-called "Koreanization Policy" by asking for the assistance of a number of Korean people for the occupational government. In other words, Koreans were ready to meet the demand in the direction of Koreanization. In the field of education, for instance, the leading educators had their meetings right after Liberation in order to elaborate their plan for reestablishment of education for the Korean national, which had been ignored for 36 years. It is safe to say that the reestablishment of Korean education after Liberation was the combination of efforts by the Korean people to recover their education based on nationalism and by the U.S. Military Government for the Koreanization Policy. Many of the Korean prominent educators played important roles as either staff members of the Bureau of Education of the Military Government or as members of advisory committees for the Military Government.