| In a qualitative comparative study of bilingual immersion education in London, Ontario and Guadalajara, Jalisco, administrators were interviewed regarding the implementation of the curriculum in their schools. Questions focused on the admission requirements, division of subjects between the two languages used in the schools, testing procedures and teacher qualities and expectations of the school.; Multi-case studies of each context were compared in light of these questions and elements shared between them were highlighted. The countries were then compared using five of Gordon Kirk's (1986) eight criteria for assessing a national core curriculum. Bilingual programs in both countries mirrored the national ideals of their countries in their admission policies and teaching of culture. Although one country provided bilingual education within a private structure and the other offered free public education, three areas of similarity existed. Teacher quality and native-like language competency were necessary to the quality of the program offered in the schools. Curriculum resources were difficult to locate at the appropriate language level, particularly in the subject areas of science and technology. Attracting and keeping qualified teaching personnel at the school site was difficult either because of low salaries or teacher burn out. Schools differed in the frequency of assessment reporting, perceptions regarding rates of learning and external support of the curriculum delivery. |
