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Advantages of bilingualism in a classroom
Importance of bilingual education essay
Bilingual education advantages and disadvantages
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Recommended: Advantages of bilingualism in a classroom
Everyone deserves the right to an education. Bilingual Education needs
attention and needs to be taken seriously in this country. Technically,
"bilingual education" means instruction in two languages. As commonly
used, however, it refers to range of instruction provided to students who
need to learn English. Services vary from classes in English, to a little
help in the student's primary language, to most academic instruction in
that primary language. It is designed to provide equal educational
opportunity to students limited in English proficiency. The U.S. has
large numbers of students, especially at the elementary school level,
whose home language in other than English.
Imagine being a monolingual Farsi-speaking child in a school here
in the United States. You need to go to the bathroom. Your teacher does
not understand your language. You feel confused, lost in physical
discomfort, as your teacher explains fractions on the board in a language
that is a mystery to you. When I came here at age 9, I felt the same,
lost, confused and embarrassed. I needed to feel that someone cared about
me and would help me swim above water. I wanted my teacher to try to see
where I was coming from.. This teacher, whom you like to see as your
substitute parent, is inaccessible. The lack of a common language creates
a wall that cannot be overcome.
The fact that your teacher also speaks English shows you the path
you will want to take. Yes, like your teacher, your model, you will be
able to speak both languages. You will not need to lose your home
language. You will just gain another on top of your first one. Your
bilingual skills will make it possible to keep your links with your
parents at home a...
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language and culture. People should have the opportunity to learn, read,
write and think mother tongue alongside the dominate culture. Education's
goal should be to reduce stress and tension between students and text.
Methods of teaching should also reduce the psychological and social
dimensions of the teacher and students. Everyday that this controversy
continues, bilingual students are not succeeding in a successful manner in
the American education system.
Works Cited
Irvine, James. "Bilingual Education in California." Ed Source October. 1999: Page 22.
McCollum, Pam. "Parental Involvement in Bilingual Education." Nabe News March. 1998: Page 41-42.
Rose, Mike. "Lives on the Boundary." The Presence of Others. Eds. Andrea A. Lunsford and John J. Ruszkiewicz. New York: St. Martin's Press, 1997. 45-200.
An important issue that needs to be addressed within the Central Justice System is to have a reduction in the number of offenders in order to keep both society safe and reduce the population of prisons to an absolute minimum. A tool that is being widely used in order to manage and reduce recidivism rates among the average offender is the RNR model, however when it is used to treat different minority groups problems can arise as they all require different strategies in order to deal with their needs and make the model work. This essay will prove that the RNR model has the ability to reduce recidivism when it has been modified in order to accompany for the minority group of female offenders as well as highlight what challenges this specific group
Ayn Rand's classic story of one man's desire to become an individual in a nameless society presents a compelling refutation of collectivism in all forms. The hero, labeled "Equality 7-2521" by the State, chooses to challenge conventional authority as he learns the joys of experimentation and discovery, the ecstasy of human love, the challenge and fairness of liberty, and the happiness of self-interest. Equality 7-2521 writes three unique phrases in his journal: 1. "My happiness needs no higher aim to vindicate it. My happiness is not the means to an end. It is the end.", 2. "We know that we are evil, but there is no will in us and no power to resist it.", 3. "The word 'We' . . . must never be placed first within man's soul.". These phrases will be discussed individually in the remainder of this essay.
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.
To be honest, I didn't know very much about the legal status and specific methods involved in bilingual education. Researching bilingual education helped me develop a broad understanding of the controversy and sufficient knowledge to be able to defend which method I think is the most effective. The biggest challenge in presenting my argument was focusing on a topic, because bilingual education is a broad topic with many ramifications. After considering many possible angles, I finally chose to write about two-way bilingual education because it is an effective method that has not been implemented very frequently in the educational system.
Suppose your child has been moved to China. Your child does not speak Chinese; is it the school system's responsibility to teach your child in English? Or should your child be expected to learn in the country's language and perhaps get extra help on the side? Why should a school district spend money on bilingual classes rather than on reducing class sizes?
Erin G., 2010, A Woman Doing Life: Notes from a Prison for Women: The Southwest Journal of Criminal Justice. New York: Oxford University Press, 2010. Pp. vi, 202, Vol. 8(2)175.
For much of society prison is viewed as a facility that segregates and imprisons individuals who commit acts of crimes considered deviant from accepted social behaviors, to ensure the safety and security of the overall community. These individuals are thus handed down a mandated sentence, stripped of their individual freedoms, and are told to reflect on their actions as a means of punishment. However, this method fails to recognize the notion that a majority of these people will one day be allowed back into society, and as a result those who are released tend to fall back into old habits contributing to the rising recidivism rate that currently plagues our prisons. In recent years there has been a gradual push for the implementation of rehabilitation
In the previous years the number of incarcerated women have increased drastically. According to the authors the recent change in arrest patterns could be because of the constructionist approach which focuses on shifts in law enforcement practices or other mechanisms of crime control to explain changes in arrest patterns.” (Schwartz, Steffensmeir & Feldmeyer, Pg.9) According to Beth Richie, “ women constitute a small fraction of the total population but the number of women incarceration rates are growing more significantly then their male counterparts… Women constituted for 16% of all people detained in correctional facilities.” (Beth Richie, Pg.2) Compared to why men are put in prison majority of women are put in prison because of drug offenses,
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.
Recidivism is a major problem in the United States, as nearly two-thirds of those released from prison, reoffend. In fact, in many cases those who were initially incarcerated for non-violent crimes, often escalate to violence, after release from prison. A U.S. Department of Justice special report released in 2014, entitled: Recidivism of
They may find it more difficult to get housing, obtain employment, and may have higher re-occurring substance abuse issues. Although, offenders without mental illness may face the same challenges, it is assumed that the mental disorder only adds to the increased chances of recidivism when unable to obtain necessities to be successful while living independently. Inadequacies in the very systems that are designed to assist in reintegration may actually exacerbate barriers faced by mentally ill offenders. An example of this is that many community-based advocacy and treatment programs are ill-prepared to meet the unique need of mentally disordered offenders. There also is issues with overloaded case managers and the lack of funding to increase staff positions. Specialized treatment programs are needed for mentally ill offenders. (Torgersen, 2013).One study conducted in a small New York State prison found that 64 percent of mentally ill offenders who were returned to the community were re-arrested and returned to prison within 18 months of release compared to 60 percent of offenders without a mental illness diagnoses (Hall, Miraglia, Lee,Chard-Wierschem, & Sawyer, 2012). While not a major difference in percentage rates the study does prove that prisoners with mental health diagnoses appear to be more prone to re-entry if they are unable to link with proper resources in the community. (Torgerson,
...during the revolutionary war. This helps get a better overall understanding of the entire subject.
Pratt, Mary Louise. “Arts of the Contact Zone.” Ways of Reading 8th Edition. Eds. David Bartholomae, A.P. New York: Bedford/St. Martin’s. 2008. 499-511.
Pratt, Mary Louise. “Arts of the Contact Zone.” Ways of Reading: An Anthology for Writers. 9th ed. David Bartholomae and Anthony Petrosky, Ed. Boston: Bedford/St. Martin’s, 2008. 485-497. Print.