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The importance of bilingual education
The importance of bilingual education in America
The importance of bilingual education
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Recommended: The importance of bilingual education
IRIS module “Teaching English language learners: effective instructional practices” addresses general instructional strategies which can be beneficial to students who are learning to speak English, levels of language proficiency and implications for assessing English language learners. The module also provides useful overall information about programs which support ELL students as well as general characteristics of ELL learners.
I personally enjoyed the module because it includes helpful pieces of advice about what teachers should know about students who are learning to speak English. I have learnt that in order to meet the needs of students who do not speak English and improve their educational outcomes, it is very important for a teacher
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Bennett adduces the research conducted by Dr. Jim Cummins, one of the world’s leading authorities on bilingual education and second language education. He believes “that children must attain cognitive academic language proficiency in their first language in all the school subjects before they are ready to learn these subjects in English”. (Bennett, 2015, p. 403) I have come to understanding that two years of education in Poland, ability to write and read in first language, were the main factors which helped my children to learn second language. However, it is important to know that becoming proficient in a language includes social and academic language (now, I know, the second type has been a cause of struggles for my children). Social language, also called basic interpersonal communication skills (BICS), refers to the type of language skills necessary to understand basic conversational English and ability to communicate in everyday social interactions. These social language skills are generally developed within approximately two years. Academic language, called cognitive academic language proficiency (CALP), is much different. CALP focuses on “complex language necessary for success in academic endeavors”. (The IRIS Center, 2011) It involves specialized vocabulary and concepts, it is needed to proficiently read texts and write …show more content…
Furthermore, I will differentiate instruction and adjust curriculum to meet the individual language and learning needs of my students. This will require me to provide a range of choices to access the content, provide texts at different level, set up classroom with learning centers, provide materials in different languages and a range of choices for students to practice what they are learning. I will allow students to demonstrate their understanding and learning as well as provide opportunities for students to practice their learning by encouraging them to use instructional supports and/or discuss what they are
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
This essay will demonstrate the research that is implemented on children with bilingual ability; discussing three main issues in bilingualism which is: the maintaining children’s first language, social and cognitive benefits, also why bilingualism should be in cooperated into school programming/curriculum.
Flynn, K. & Hill, J. (2005). English language learners: A growing population. Mid-Research For Education And Learning, 1-11.
One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning;
The purpose of this assignment is to explain the impact of English language learners in the classroom. As a foreign student, English language learner in the United States faces multiple challenges for achieving academic success. To successfully complete a task, they need to master both English as a language and how it is used in core content classes especially when they are an adult. When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the incorporation of the concepts and approaches to identify and assess the issues and concerns that we have learned in our classroom instruction, such as lesson preparation,
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
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
...n language and the development of literacy. International Journal of Bilingual Education and Bilingualism, 13(2), 175-186. doi: 10.1080/13670050903474085
In the IRIS module “ teaching english language learners: effective instructional practices” Many topics are addressed that can be useful in my projected career path as an elementary school teacher. IRIS provides tips and examples on how to teach, instruct, evaluate and asses ELL students. The second tab of the module introduces the concepts of Basic Interpersonal Communicative Skills (BICS) and Cognitive Academic Language Proficiency (CALP). BICS is more of a social language ELL students learn through daily communication with peers and usually is learned within a couple of years.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
Thus, the book answers numerous practical questions that teachers have often struggled with; for example, how to increase the chances of academic success for language learners, how to use technology to teach language effectively, or how to teach language and content material concurrently. From the preface, the author makes it very clear that the book is designed to support language teachers in their journey as new teachers and throughout their teaching careers. In total, the book contains eleven chapters, which have been divided into four parts. The first part, "What Do Language Teachers Think About?" includes topics of foreign/ second language acquisition theories and language teaching methodologies. This part introduces the background knowledge readers will need in their journey as language teachers. The second part, "How Do You Teach a Language?" introduces approaches to teaching and learning that improve students’ writing, listening, speaking and reading abilities. Each chapter in this part includes suggestions for how students can be motivated and describes teaching and testing approaches to assess students ' language skills and academic literacy. The third part, "How Do I Know What to Teach?" is instrumental in helping teachers adopt teaching practices to particular teaching settings. The fourth part, "Where Do I Go from Here?" helps teachers gain a clearer perspective of what language teaching is all about; this section also considers teacher 's self-assessment and personal
Language has pioneered many interracial relationships and historical milestones. Language is a necessity for basic communication and cultural diversity. Being multilingual is a skill proven influential to a successful future. Due to rapid globalization, countries all over the world are stressing the importance of learning a second, or even third, language. With the exception of time and lack of resources, adults have very few widely applicable disadvantages to learning multiple languages. However, language learning as a child presents more complications. Some of those include not having enough funding at the elementary school level to introduce a program for secondary language, academic overload for the youth, stress for both the parent and student parties, and the mixing of languages. Not all of these complications are true in any or all situations, however, and the absence of them provides multitudes of opportunity for future career and academic success. Ultimately, it is the responsibility of the parents or the education legislation to decide whether they encourage the learning of a secondary language at the young age necessary for retention. “The general consensus is that it takes between five to seven years for an individual to achieve advanced fluency,” therefore the younger a child begins to learn, the more likely they are to benefit to the maximum potential (Robertson). Keeping the language learning in high school or beginning the process earlier is a greatly controversial discussion that is important to address because of the topic’s already lengthy suspension.
Bilingual children are categorised as individuals who receive consistent input in two or more languages during the significant point of language and communication development. They can be further separated into two categories: Those who learn two languages simultaneously from birth and those who learn first language (L1) initially at birth and sequentially a second language (L2) at infancy (Kohnert, 2010). Most children who learn multiple languages are typically developing (TD) children, meaning that with robust communicative practices they will develop sufficient skills in the languages used regularly in their environment ( Kohnert, 2010). There is a common concern in the literature about the most effective way to educate and intervene with bilingual children; this is because they start school with language skills that differ from their monolingual peers and in particularly, sequential bilingual children are at greater risk of being misdiagnosed with Specific Language Impairment (SLI) once they enter the educational system (Bedore & Pena, 2008). In addition, children who present language difficulties are believed to be unsuitable for dual language acquisition.
Being bilingual is usually viewed as a clear advantage in todays’ society, and it is often highly preferred in the workforce and in other domains. However, currently there is some contention in regards to bilingualism hindering language development and this could have serious implications. Language can determine what academic curriculum a child is categorized into and this can have a great impact in a person’s academic career and consequentially in life. Students with a lower vocabulary of the English language are often put into remedial courses and often miss out on what others are learning, and this puts them further behind and this becomes a perpetual cycle (Carlo et al., 2004). Although some contend that the language development/acquisition
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.