Bilingual education and student performance in Guatemala |
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| Institution: | 2. Department of Curriculum & Instruction, Cultural Studies in Education Program, University of Texas at Austin, Austin, Texas, USA;3. Centre National de la Recherche Scientifique and CERMA-Mondes américains (UMR 8168), École des Hautes Études en Sciences Sociales, 190 Avenue de France, 75013 Paris, France;4. National Institute of Anthropology and History of Mexico;5. Psychology Department, University of California, Santa Cruz and Marymount California University |
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| Abstract: | Bilingual education is often seen as one means of improving the educational attainment of indigenous children in developing countries. This paper presents the results of an evaluation of the National Bilingual Education Program serving approximately one-third of the indigenous primary school students in Guatemala. Findings show that program inputs of teacher training and instructional materials have had a significant effect on student achievement and a slight positive effect on promotion, repetition and drop-out rates. The superior performance of boys over girls and a teacher-centered approach to instructional delivery suggest that improvements should be made before expansion of the program. |
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