Promoting Cultural and Linguistic Diversity in American Public Schools: Fostering the Assets of Bilingual Adolescents

By Noah Borrero.

Published by The Diversity Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Addressing the need to change the focus from a deficit-model to an asset-model in American public schools, this paper reports on a program designed to foster success for bilingual middle school students by training them in the skills of translation and interpreting. The study explores the impact of this Young Interpreters Program on participants’ academic achievement in a diverse, urban public school. Along with a description of the school site, the conception and implementation of the Young Interpreters Program is described. Standardized test scores, observations, and interviews are analyzed to describe the effects of the program on the academic achievement of a group of Spanish-English bilingual adolescents at a school site in California. Results show significant, positive effects on participants’ academic achievement, revealing the benefits inherent to diverse school settings and the need to promote students’ assets.

Keywords: Diversity and Social Justice, Education, Bilingualism, Adolescents

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 1, pp.195-204. Article: Print (Spiral Bound). Article: Electronic (PDF File; 575.518KB).

Dr. Noah Borrero

Assistant Professor, Teacher Education Department, University of San Francisco, San Francisco, CA, USA

Noah Borrero is an Assistant Professor of Education at The University of San Francisco. He currently teaches courses in bilingual/bicultural education and teaching for diversity and social justice. He is working to develop a new Masters program in Urban Education and Social Justice at USF. Noah’s research interests include diversity and social justice, English language learner (Ell) instruction, bilingualism, school reform, and adolescent development. Noah was a middle school and high school English teacher in California for 6 years and earned his Ph.D. from Stanford University in 2006. He taught at an Aspire Public School during his graduate studies, and conducted research at a K-8 charter school in a predominantly-immigrant community in the Bay Area. His research continues to focus on the academic development of Ells in supportive classroom environments, with a specific focus on promoting diversity in public schools.

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