Monoglossic type: A monoglossic model starts with the student’s first language and supports the acquisition of a second language, but as a separate entity (Garcia, 2009, p. 129).
Bilingual Immersion Education is an example of a monoglosic model. The first Bilingual Immersion Education program was developed in the 1960’s in Canada. This program was developed as a response to middle -income English speaking parents in Canada who wanted their children to value the French culture and their traditions as well as the traditions and values of the English speaking Canadians. Immersion programs utilize the target language in the curriculum and in the delivery of instruction. The content of the instruction is the same as the majority curriculum. There is an explicit support for the home language as well as culture. The teachers are bilingual, but instruct the students in the target language. This model type consists of the stages. The first stage is the early immersion stage in which students begin second language learning from the ages of 5 to 6 years old; the teachers speak in the target language utilizing strategies to help the children acquire the target language. The middle immersion stage the students begin from ages 9 to 10 years old. During the late immersion stage, students begin from the ages of 11 to 14 years old and have already been educated in their home language. Bilingual Immersion includes three types of immersion programs; total immersion, partial immersion and two way immersion. In a total immersion program, students are immersed in the second language 100% of the school day. In a partial immersion model the students typically spend half of their school day utilizing the target language. Another model is ...
... middle of paper ...
...uage while learning English with the end results being academic proficiency in both languages. The premise of this type of program is that first language skills are transferred to a second language. The change in bilingual education policies at the end of the twentieth century came about due to the understanding that it was essential to develop the home language and not just to maintain it. Academic proficiency in the home language is a must in order for those proficiencies to transfer to a second language. The late exit program falls under the developmental model umbrella. Students in this program remain in the program throughout elementary school. Content as well as literacy is taught in the native language while learning English. These students are placed in all English classes after elementary (Garica, 2009, p. 128).
The reason I want to be a teacher is so I can make a positive impact in the lives’ of children similar to the teachers that taught me who impacted my life growing up. When I was six years old my family left Mexico and migrated to Greenville, Texas. The transition was challenging; I left behind everything I knew and was forced to adapt to a brand new world where I could not understand the language that everyone spoke. Luckily for me, Greenville had a bilingual program and I was placed in the classroom of Ms. Ramirez. I will never forget how she treated all her students, she truly is one of my biggest inspirations as to why I decided to become a bilingual teacher. Every time I stepped foot in her classroom, I always felt safe, secured, and
Richard Rodriguez offers an alternate yet equally profound truth: While our heritage and culture may remain forever tied to and expressed in our native or "home" language, only through the dominant language of our country (English in most cases) can we achieve a place in society that gives us a feeling that we belong amongst everyone else. The only way we can truly become a part of our community and fit in is to dominate the current spoken language. In the United States, the dominant language is Standard English. In this excerpt from "Aria," a chapter in his autobiography entitled "Hunger of Memory": The Education of Richard Rodriguez, Rodriguez discusses public and private languages, and agrees that his achievements in English separated him from his Spanish family and culture but also brought him "the belief, the calming assurance that [he] belonged in public." We as human beings want to feel we belong. We search for that place in society where we are most comfortable all our lives. One should consider the benefits of mastering the dominant language of the society they live in, but should also take into account the harm of taking your native language for granted. I will attempt to explore both of these considerations and examine Rodriguez place in life now, by stating the facts of who is now by the childhood decisions that were made.
The technique relies on a holistic approach that adopts instructions that allow students to actively participate in the learning process. This is easier for children that feel that the society appreciates their diversity through bilingualism and biliteracy. The society and parents need to encourage children to take up bilingual classes because they offer a lot of benefit to the society through favoring critical thinking, rationality, and sensitivity to other cultures, empathy, and detached or balanced awareness. However, Sonia Nieto mirrors a society that is made to fake being American and become ashamed of their family. It helps appreciate that it is not by choice that anyone speaks any other language as the first language and that the society and community influence the language of choice. Therefore, bilingualism cannot be detached from any community that freely promotes and accommodate the language spoken by the other community. Children and community members learn each other’s language without disregarding each other favoring effective learning that influences bilingualism and biliteracy in the long
Jost, Kenneth. “Bilingual education vs. English immersion.” CQ Researecher. 11 December 2009. 19, 1029-1052. Web. 17 Feb. 2011
Bilingual education in public schools has been the topic of much discussion over the last several years. This discussion has been prompted due to the ever increasing numbers of Spanish-speaking persons emigrating to the United States, especially in those states that border Mexico--California, Arizona, New Mexico, and Texas. What the debate seems always to overlook is our country’s other non-English speaking members. This country is now and has always been the “Melting Pot” for the world with persons emigrating to this country from most every country in the world; however, we commonly gear the focus of bilingual education toward our Spanish-speaking citizens.
This was the major driving force of TBE. If put in place properly students would leave just as proficient in their first language as in English, but with this idea some critiqued whether there was enough resources to accomplish that outcome and whether or not it was able to undertake it within a timely fashion to actually teach the students
In order to learn more about the bilingual education program in the Public School system, we felt it would be essential to discuss a few controversial issues with some bilingual teachers, and ask them for their opinion on the effectiveness of the system and the concept of bilingual education. We also questioned the benefits and disadvantages of the program. We wrote and asked these question with Latino (Puerto Rican) migrants in mind, however the Public School system consists of many ethnic groups which speak other languages other than Spanish. As one of the teachers stated, the political connotation that Bilingual Education carries is that of concerning only Spanish and English. We interviewed Mrs. Aida Ramos (Vice-Principal), Ms. Clara Velez (Bilingual Math Teacher), Mrs. Irene Killian (TESOL), Ms. Zoraida Ortiz (Bilingual Science Teacher), and Ms. Nancy Harrison (TESOL/Bilingual Computer Lab Teacher).
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
Dual language is a form of education in which students are taught to read and write in two languages. The majority of dual language programs in the United States teach in English and Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The programs start of mostly in kindergarten sand 1st grade and continue throughout primary education, in addition some dual language programs depending on the grade continue through middle and high school. Even Hayward’s own Burbank elementary and Winton middle school are offering dual language programs. Each level of teaching uses a different language ratio in which class is instructed the classes start off with a 90:10 ration and later as years pass the ration becomes a steady 50:50 (Lindholm-Leary, Kathryn J,2001). The goals of dual language immersion programs are to get children to become both bi-literate and bilingual, in other words, they will be able to speak and write fluently in two different languages. Dual language programs are becoming more and more common most of them are in public school but there are some beginning to become present private and charter schools. Dual language education should be introduced in all elementary schools beginning in the Kindergarten to boost achievement for English language learners, benefits it will bring to the community, outstanding brain benefits and lastly cost efficiency in education across the United States.
Bilingual education involves teaching material in two languages. In America, this includes ESL (teaching English as a second language) for students whose native language is not English. Bilingual education simply helps those students who would otherwise be helpless in actually learning the material in their English-only classes. It also helps English-speaking Americans learn another language, like Spanish. This is useful to them because America’s demographics are indeed becoming more diverse and thus, better language skills should be employed. Implementing bilingual education in the school curriculum is due to the passing of legislation at the government level. As of now, English immersion programs exist because of the Bilingual Education Act (a.k.a Title VII), which was passed along with the Civil Rights Act in 1964. (Cerda; Hernandez, 2006) At that time, it was expected to change ethnoc...
From my experience, bilingual education was a disadvantage during my childhood. At the age of twelve, I was introduced into a bilingual classroom for the first time. The crowded classroom was a combination of seventh and eighth grade Spanish-speaking students, who ranged from the ages of twelve to fifteen. The idea of bilingual education was to help students who weren’t fluent in the English language. The main focus of bilingual education was to teach English and, at the same time, teach a very basic knowledge of the core curriculum subjects: Mathematics, Social Sciences, and Natural Sciences. Unfortunately, bilingual education had academic, psychological, and social disadvantages for me.
Being bilingual always made my life differ as if I lived two lives, speaking Spanish at home and English everywhere outside of home. On the daily basis at my house, my family speaks Spanish. When we communicate we speak very fast, at times we can not even understand one another. After this occurs we all burst out in laughter super loud, no boundaries are enforced in our lexicon. The enforcement changes when entering a different discourse community.
...thousands of years. Generally, bilingual education can mean any use of two languages in school, by teachers, students, or both – for a variety of social and pedagogical purposes. It also refers to the different approaches in the classroom that use the native languages of English language learners (ELLs) for instruction. These approaches include teaching English, fostering academic achievement, acculturating immigrants to a new society, and preserving a minority group’s linguistic and cultural heritage. Building on, rather than just discarding the students’ native-language skills, create a stronger foundation for success in English and academics. Also, if students learn languages at a younger age, it will be easier to remember and learn them, rather than if they were older. It helps to learn another language for students, and can later be useful in the future.
Being bilingual implies a process in which everything looks so difficult at the beginning, but at the same time it is easier than what it looks like.
Education which is based on, and begins teaching in, the language used by the child at home since birth. Student-centered, active basic education which starts in the mother tongue and gradually introduces one or more other languages in a structured manner, linked to children’s existing understanding in their first language or mother tongue. Teaching predominantly in the mother tongue for at least six years, alongside the development of other languages, is required for this approach to deliver high quality learning outcomes.