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Research proposal on parental involvement in education and academic performance
Research proposal on parental involvement in education and academic performance
Bilingualism in education article and paper and essay
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Bilingual education has been used in many ways and different countries. In the US, however, it can be more specific and complex. It is the way their native languages are used by English language learners for instruction. There are many views concerning bilingualism. This paper outlines different views people have on this type of program. From personal views, pros and cons, the positive or negative outcomes, and the overall different perspectives people have in bilingual education. A student is sitting at the back of a traditional 3rd-grade classroom isolated, quiet, he rapidly walks out of class at the end of the day. He tries to avoid any contact with teacher or classmates. What is he thinking, what is going through his …show more content…
Whether the students are born Americans and come from a home where their primary language is not English, or if they arrive in the United States from another country. The student is already going through instability and culture changes on top of the language barrier they will face at school. Non bilingual teachers face strong challenges in the learning and teaching process as well. Trying to come up with ways and adaptations to help students. This takes time and is taking away from valuable time to teach. The language barrier makes it difficult for students to understand as well as teaching for the teacher. The teachers also suffer from non-parent participation and support. An example of this is mom would like to be involved with child’s education, she would like to volunteer and help in any way possible. However, mom is only Spanish speaking and teachers is not bilingual. Mom doesn’t feel comfortable because she doesn’t …show more content…
These resources concluded that there are a variety of debates as well as pros and cons to this type of program. Some of the pros included were: it ensures success, promotes English learning at the same time, have an easier time learning other languages. On the contrary many believe Bilingual education is a waste of money due to high cost and students become resistant to integration. Many also believe the students will actually be delayed in learning the English
Bilingual teaching in American schools is it good, bad, or both? Who is right in this national debate? Both sides make some impressive arguments for their side of the issue. Even the government has mixed issues when it comes to bilingual teaching. However, the government has shown their views in their budgets and their law making. Another question comes up with the bilingual teaching is should America make English its official language? Some say there is no need for it, and yet 22 states as of 1996 declared English their official language. Looking into some of these issues may bring some insight as to what the problem may be.
The Civil Rights era fostered a rejuvenation of the movement toward bilingual education. Amid with the desire of the nation to eliminate discrimination, the Bilingual Education Act of 1968 came into being. Certainly this act was at least in part the result of a growing num...
In the essay “Bilingualism in America: English Should Be the Official Language” (1989) by Samuel Ichiye Hayakawa, he claims that if America wants to be a truly unified country, then there English needs to be set as the official language and wants every person including immigrants to speak it on a normal base. Hayakawa supports his claim by appealing to pathos in the description of how children who are not taught English from an early age will always be behind their peers, he discusses how countries such as Belgium and India have several official languages and how it is “a chaotic mess”, and explains how bilingual programs in California do more harm than good because they start the child off in their native language and never allow them to fully
Currently in the United States, about one in four, or twenty-six percent, of American adults can speak a language other than English (McComb). To be bilingual means to possess the ability to speak two languages, and a society that implements a bilingual approach is one that adapts means of everyday life, ranging from street signs to education, to the inevitabilities of more than one language. The United States is in debate on whether or not to adopt Spanish in conjunction with all English communication. In my opinion, to assume a bilingual society would create a separation in our country with two competing languages. There are multiple perspectives on the issue and to accurately form an opinion requires consideration of numerous aspects. The decision to undertake Spanish alongside English in all facets in the United States should be constructed on bilingual history, statistics, legal implications, supportive and defensive arguments, education dynamics, cultural factors, and the necessary provisions to our current society needed to implement such a system.
Bilingual Education is defined as any school program that uses two languages. In a more theoretical sense it is any educational program whose ultimate goal is for the participants to be fully versed in all facets of both languages (i.e., able to listen, speak , read, and write in both languages). The definition of a coordinated, developmental bilingual approach has emphasized the goal of being equally fluid in both languages. Realistically, this has not been the goal for most K-12 bilingual schools in the United States. More commonly in the United States we are using the words “bilingual program” to describe a program that will provide literacy and content in the primary language, while building English fluency, to the point where all instruction will occur in English. These programs are label transitional bilingual programs as their ultimate goal is to transition all students into an English only learning arena. One of the down sides of these programs is that they are not maintenance (development)bilingual programs which are designed to preserve and develop student’s primary language while they acquire English as a second language. Bilingual Program Models All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Early-exit bilingual programs are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade. The choice of an early-exit model may reflect community or parental preference, or it may be the only bilingual program option available in districts with a limited number of bilingual teachers. Late-exit programs differ from early-exit programs primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
When I first started school, I remember how difficult it was for me to make the transition from Spanish to English. My Mom left me at the door of the school in the morning, but since I was placed in an English-only classroom, the next time I opened my mouth to speak to anyone was when she picked me up again that afternoon. I didn't know what anyone was saying around me, and to make matters worse, my teacher didn't speak a single word of Spanish. That day, like every other day, I came home crying because I felt like an outsider. That year was very difficult for me because I ended up in the back corner of the classroom not participating. As a result, I had to take several years of summer school in order to catch up, something that could have been avoided if I had been placed in a bilingual program. Several key advantages to bilingual education are that it allows for an emotionally safe transition, students don't fall behind in their lessons, and parents are not alienated from their children's education.
“After the Immigration Act of 1965, legislation law was passed to contribute the public schools in dealing with the arrival of non-English-speaking students. Title VII of the Elementary and Secondary Education Act of 1965 supported programs for educating these students with English as a second language, including transitional bilingual education programs” (Echevarria and Graves 2011, p.350). This Act did not completely articulate how to go about educating these students. An unclear message was received or not received in whether there was going to be a process of their first languages or a complete transition to English. “The outcome of Title VII was that most ELs were consigned in English-only classrooms without suitable instructional
Naturally, bilingualism needs to be taught from birth to be most effective, yet schools ignore this (Meisel).Moving right along, our current teaching methods take some amount of inspiration from ancient romans teaching greek in schools, ways that are extremely outdated (Porter). Much research is focused primarily on bilingual learners who have grown up bilingual, and exclude children who had only begun learning their second language in school (Meisel). Usually, the fears of the people directly involved in bilingual education are ignored by researchers of the subject (Meisel). In Byers-Heinlein’s article they state “A one-person-one-language approach is neither necessary nor sufficient for successful bilingual acquisition,” but later proclaims “In situations where each parent spends equal time with a child, one-parent-one-language can be a great way to ensure equal exposure” (Byers-Heinlein). Generally, the teachers who disagree with the current method of bilingual education are often afraid to speak out because they will be labeled racists, haters of foreign languages, and critics of immigrants (Porter). Moreover, despite the various differing opinions present in the communities of bilingual educators, debates on whether to keep it are not tolerated (Porter). Although, the difficulty with which current bilingual education would be changed would provide one of the few legitimate incentives for teachers to advocate their system; they don’t want to put in the effort to do so (Porter). As a matter of fact, ethnic education politics are one of the only reasons that the current methods are not already abandoned (Porter). Finally, “The case for the effectiveness of Transitional Bilingual Education is so weak that
Imagine being brought up in a family speaking only one language for your entire life and then you had to move to a foreign land where the language is different. If you had a choice of progressively learning this new language over the course of six to nine years or being put into a classroom and have to virtually teach yourself the language by listening to others around you which would you choose? Late exit bilingual education is a more effective form of bilingual education compared to the English immersion form of bilingual education in the fact that there are more benefits and less adverse effects. There are many reasons why late exit bilingual education should be the choice of public schools everywhere with high minority populations. One of the effects of late exit bilingual education is that the students would be able to maintain their cultural background instead of having to give up one or the other. Language is a big part of a person’s culture. Late exit bilingual education gives the non-English speaking students more time to master the English language which is not an easy language to learn in three years as the English immersion strategy teaches. The findings of the Ramirez team in 1991 evaluating the effectiveness of English immersion, early exit bilingual education, and late exit bilingual education further prove why late exit bilingual education is the one that needs to be used.
When we asked these teachers whether they supported or were against the bilingual education system, they each shouted their answer as if it were instinctive. Although they had different reasons why, each and every one of the teachers said they supported the system without a doubt. We were given a multitude of reasons why bilingual education is advantageous. Ms. Velez stated that she supports bilingual education because, first and foremost, she is a product of it, and second because she believes the program allows the children to earn credit and learn the language at the same time. She said that if the non-English speaking child were immersed in the English mainstream classes they will fail, and as a result the already high drop out rate of Latinos would increase. Ms. Harrison felt that the bilingual education program would be even stronger and more effective if it served more of the ethnic groups in Hartford. The Vietnamese, Lao, and Albanian students are often put in transitional classes because there are not enough in that particular ethnic group to create a bilingual class that will help them to learn English, while maintaining their primary language. Presently, the state requires twenty students who need assistance in the same language to hire a teacher to create a class for them. She also stated that the students in bilingual education classes have just as many difficulties in academics as do the students in mainstream education, and that the bilingual education program is often used as a scapegoat for those students not achieving.
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.
Bilingual education in our schools is crucial: but still there is talk about banning the use of foreign language in the instruction of our young children. We have to work to change that kind of attitude. We have to proceed from the assumption that bilingual
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.
Out of all the American institutions that exist today, the educational system has one of the greatest impacts on the lives of people, especially for immigrants and their children who do not know how to speak English. The English language is a whole new, different perspective for people who come to America for the first time; their whole environment changes as well. The majority of the people who come to the United States are Hispanics, who are usually at the poverty level. Like everyone who come to America, they want to pursue a better quality of life, and in order to do that, you have to know how to speak the universal language, the English language. The myth of education here is that everyone can learn the same way through the English language—but that is not the case.
In 2009, teachers of a New Jersey school banned foreign languages and stated, “any language other than English will not be tolerated" (Debaron 1). This situation was soon no longer allowed. While over ten percent of the total adolescent education systems contain emergent bilinguals, a whopping sixty percent of those students are educated in only English (Bale). Maria Estela Brisk, a Boston College Education professor, believes, “schools has wasted much energy in the search for a "perfect" model and the best way to learn English” when they could just focus on proving “quality education” to every student in the system (1). Teacher’s main priority should consist of effectively teaching their students to prepare them for the future, but currently there are a lack of certified bilingual education teachers. When students are taught more in different ways, they can educationally benefit their cognitive abilities, involving the brain with “mathematics, problem solving, logic and memory”, can be improved to create an overall better student. Even by learning another language at a earlier age can contribute to __________. Learning another language will be