Abstract This paper investigates bilingualeducational, and evidence that both supports and undermines specific didactic methods. Problems with bilingualeducation are also be addressed. Special attention is paid to bilingual immersion as a language acquisition tool, and is compared with other bilingualeducation methods. Additionally, the discussion addresses key issues regarding the failures and problems in bilingualeducation in the state of California.
Methods in BilingualEducation Problems and Failures in BilingualEducation Conclusions
From the Paper "There is significant need for effective methods in the teaching of America's growing number of English learners, students who must learn English as a second language. Estimates cite 4.6 million English learners in American public schools in 2000-2001 (Rodriguez, & Higgins 2005). Immense effort and research has addressed this problem, yet many students still struggle. The current status of English learner debate centers on the positive and negative aspects of bilingual programs versus programs that do not use a student's native language in instruction. To be considered a bilingual program, a method must incorporate both the English language and native language of the student into the school instruction. Bilingual programs come in many forms, with varying levels of native language use and English use. Depending on implementation methods and structure, bilingual programs also have varying levels of success."
Tags:Bilingual, education, Hispanics, United, States, elementary, education
Abstract This paper analyzes the effectiveness of this law on the educational system as a whole and on individual students in particular. It looks at whether the expected benefits of bilingualeducation is realistic. The paper also examines the policies of various political parties towards this law in the context of their general political platforms. The writer examines whether the law passed in California is an ideal of the "melting-pot" phenomenon or not.
From the Paper "During the month of June, 2000 we observed the second anniversary of passage of California's Bilingual education. This ballot initiative that restructured education for language minority students was approved by a majority of the voters in the primary election of June 2, 1998. The new law became part of the Education Code in August, just before the beginning of the 1998-99 academic year. Since the newspapers and television programming have been awash in reflections on historical events, It is appropriate for us to take some time to analyze the impact of the anti-bilingual education initiative. Recently, the proponents of bilingual education have also been active in putting out articles and editorials touting the "success" of bilingual education in increasing test scores and redesignation rates for students. An editorial in the Orange County Register (May 18, 2000) called Bilingual education "one of the best things to happen to the state's immigrant students." "
Abstract This paper discusses the pros of bilingualeducation in New York public schools. As part of the discussion, the paper examines the following four language programs available in New York: two-way bilingualeducation, transitional bilingualeducation, English as a Second Language (ESL) and English immersion program.
From the Paper "Over the last five years, educators in the New York City public school system have begun to acknowledge the need for schools to offer increased program choice for the wide variety of English Language Learners (ELLs) entering the New York City public school system. Current language programs in New York can be classified under four categories: two-way bilingual programs, transitional bilingual education, English as a Second Language (ESL) and English immersion programs. Due to the shortage of funding and qualified teachers the majority of ELLs has..."
Abstract In this article, the writer points out that bilingualeducation has become increasingly accepted as a necessary part of today's educational culture. The writer examines both the benefits and deficiencies of bilingualeducation. The paper is also used to present some discussion on the ability to assess success in a bilingualeducation program.
From the Paper "Evidence of benefits do exist for bilingual education, including increased student self-esteem, improved sociocultural understanding, and reading and writing proficiency in both the students' original language and their adopted English language. However, evidence also exists that bilingual education does not work for many students. Commonly discussed deficiencies in bilingual education include a lack of English proficiency at graduation, the failure to transition from the student's native tongue to English, and the inability to provide "authentic" bilingual education to students from a variety of cultures."
Abstract This paper looks at the issue of bilingualeducation for Hispanic students in the U.S. The paper discusses key theoretical concepts underlying bilingualeducation and explains why traditional teaching approaches are not the most appropriate for Hispanic students.
From the Paper "In this chapter the provision of bilingual education to Hispanic students in the US will be explored from conceptual and empirical perspectives. More specifically, the key theoretical concepts underlying bilingual education programs and secondary language acquisition will be discussed. The examination of these concepts offers the premises underlying the idealized conception of bilingual education which can be used as a baseline for comparison with the actual reality. The reasons underlying the ineffectiveness of many bilingual education programs will also be explored. At the same time the..."
Tags: Hispanic, Students, Bilingual, Education, United, States
Abstract This paper provides a field observation of a third grade bilingualeducation classroom. It discusses how the teacher delivered services to the students. The paper explores the immersion technique and one on one instructions. The author expands on the encouragement of student responses and parental participation in education.
From the Paper "Educators including, Stephen Krashen have long been convinced that bilingual education programs are necessary to ensure that students for whom English is not a primary language will become literate and acquire knowledge ..."
Abstract This paper explores recent trends and controversy regarding bilingualeducation and examines various methods for providing bilingualeducation. Additionally, recent educational trends in this field are discussed, including two-way bilingualeducation, integrated bilingualeducation, two-way immersion, and transitional bilingual. Issues such as preserving the students' native culture and language as well as their growth in both the native language and the newly acquired language are examined.
Outline:
Introduction
Differing Methods of Bilingual Instruction
English Only Mandates
Loss of Native Language
Conclusion
From the Paper "Bilingual Education ideally encompasses dual language learning that can take on any number of forms (Jarvis, 2006). The vast majority of research supports bilingual education as a necessity to facilitate not only learning on non-native speakers of English, but as a tool to maintain and promote heritage language and culture (Adams & Jones 2006; Combs et.al., 2005; de Jong, 2006; Hasson, 2006; Jarvis, 2006; Lee, 2006; Lopez & Tashakkori, 2006; Moses, 2000; Nora, 2000;). While research continues to indicate the benefits of bilingual education there has been recent influx of "English-only" mandates (Adams & Jones, 2006, Combs et. al., 2005; Lee, 2006; Moses, 2000) which perpetuate injustice manifesting itself in various ways throughout the educational experience of English language learners (ELL) (Adams & Jones, 2006; Combs et. al., 2005; Hasson, 2006; Moses, 2000)."
Tags: ELL, English Language Learners, ESL, English Second Language, bilingualism, dual, english only, NCLB, No Child Left Behind, immersion, Hispanic, Spanish, monolingual
Abstract The paper uses history, the legal issues concerning bilingualeducation, the moral issues concerning bilingualeducation, effective bilingual programs, and examples of success to form an argument for the use of bilingualeducation.
From the Paper "The United States has always been a country where one could go to escape tyranny and persecution, and start a new, prosperous life. However this age old right of immigrants is in danger. Now the US is still very accepting of immigrants, but starting a prosperous life is in jeopardy because of cuts in the bilingual education programs. Although a legal and mandatory program, bilingual education has come under scrutiny and many programs have been cut, even in many states that have a substantial non-English speaking population. Bilingual Education is not a new idea; according to Dr. Perry Castelli, in their book Social Foundations of American Education (2000) there have been forms of the program ever since the 1800s ( 229). However, there was not an outcry for official bilingual education laws until the 1960s, mainly because immigrants were less concerned with education and more concerned with starting a new life (Castelli 2000). This has all changed in today's world. According to Judy Davis Smith in her article "The New Immigrant Students Need More than ESL" (2004) "between the years 1991 and 1999, the number of language minority school-aged children who are now living in the United States rose from 8 million to 15 million" (Davis 21). We cannot afford to have all of these children go through life without an education. According to The Encyclopedia of Bilingualism and Bilingual Education (1998), Bilingual Education also allows students of all backgrounds and education levels to learn English through four different types of programs: Two-Way bilingual education, Late-Exit Transitional Bilingual education, Early-exit Transitional Bilingual education, and ESL Pull-out programs. This certainly shows the level of dedication to the bilingual education programs and the willingness to educate all children. In the United States today there is a growing need for more bilingual education programs, but instead many programs have been cut and more non-English speaking students have been left to fend for themselves. This should not be the case. Instead we should expand our bilingual education programs, and instead of trying to get rid of them, try and fix them because the futures of many children's lives are at stake."
Abstract This paper examines the effectiveness of bilingual learning through reflecting on the history of bilingualeducation. The author includes a description of the state's purposes and objectives within bilingual programs, discusses the sociological issues within language learning, and how this affects self and group identities. The paper also addresses the outcomes of bilingualeducation, including the ways in which it has changed since its conception, before addressing whether or not bilingual learning has been successful.
Outline:
Introduction
BilingualEducation in History
The Results of Current Research
The Duel Language Program and TESOL Initiatives
Conclusion
References
From the Paper " The language rights of minority students and their access to equal opportunities in education have long been social issues throughout many parts of the world. During the past few decades, the increasing demographic shifts and the establishment of civil rights movements within many Western societies have raised the profile of such issues. In the United States, the issues surrounding bilingual education has been strongly debated among educators, politicians, and other concerned groups. This is due to a persistent tension between those who view the United Sates as a pluralistic nation with a common national identity and those who consider it as being a mosaic of people groups with individual cultures, customs, and values. The American education system, consequently, has been host to this tension, which has manifested itself within education policy through the issues surrounding language, despite the fact that the majority of school introduced bilingual education during the 1960s and 1970s."
Abstract This paper examines the various reasons why bilingualeducation is not only necessary but also effective. The writer of this paper stresses the need for bilingualeducation as a step to wean students from their native language as effectively as possible and to get them into the educational mainstream. Critics of bilingualeducation believe that non-English speaking students are not sufficiently mastering the English language and as a result low test scores prove that education is failing them in both their native as well as their second language.
From the Paper "For children in primary, secondary, or even college level grades, as well as for their parents, bilingual education is a "must". Money must be found to develop and maintain a number of such bilingual programs. Bilingual education is, to repeat, a transitional step to wean school children from their native language, as effectively as possible, and to get them into the educational mainstream."
Abstract Fierce debate rages in the U.S.A. today over the issue of bilingualeducation, as opposed to English immersion education. Research quickly reveals that there is a vast quantity of conflicting evidence on the issue. This paper evaluates the arguments in favor of each, and shows that in fact bilingualeducation is preferable. It shows that arguments such as the fact that English immersion is more successful, or more desired by parents, are not conclusively substantiated by research.
Abstract This paper traces the background and history of the BilingualEducation Act of 1968, as well as the amendments made to it in 1974, in the United States. The paper examines their contents, and discusses their implication for English language learners (ELL) classrooms and students.
Table of Contents:
Background and History
The BilingualEducation Act of 1968
The 1974 Amendment to the BilingualEducation Act
Implications of Title VII
From the Paper "In 1967, Senator Yarborough of Texas introduced a bill in the Congress proposing to provide federal assistance to school districts specifically for LESA students. Although its scope was initially limited to Spanish-speaking students, the initiative led to the passing of a wide-ranging bill that became known as Title VII of the Elementary and Secondary Education Act (ESEA) or the Bilingual Education Act, which was signed into law by President Johnson in January 1968. The Act provided federal funds directly to school districts for developing special educational programs and provision of materials for students with limited English abilities, training for teachers, and parent involvement projects (ibid; Escamilla, 1989.)."
Abstract This paper relates that English-only instruction for limited English proficiency (LEP) students does not provide the same quality education as for native speakers. The author points out that refusing a non-native English learner schooling in his or her native language, especially at the beginning stages of his or her education, is a denial of the basic human right of freedom and opportunity to pursue one's goals. The paper asserts that, rather than investigating the claims made by anti-bilingualist politicians and officials, people tend to be motivated by their emotions and political hysteria to take a position that is not only unfair towards the children involved but also towards the future of the country itself.
Table of Contents:
BilingualEducation: Background and History
BilingualEducation: Opponents
Conclusion and Considerations for the Future
From the Paper "Currently, the United States is going through a difficult political period. Emotions are running high not only in terms of the war on terrorism, but also in terms of the concomitant issue of culture and language. Whereas German was the maligned language and culture during the World Wars, currently Arabs are at the receiving end of racial slurs and attacks. Because of this, Americans are also subject to a particularly patriotic feeling, which translates itself to the language issue. Hence the drive to phase out bilingual education is politically rather than linguistically motivated."
Abstract This paper discusses the many advantages of immersion bilingual programs for students. The author discusses a model used in Canada as a means of maintaining one's first language before acquiring another. Additionally, the author cites many advantages of children being bilingual, including ease of learning another language, increased language and cognitive skills and acceptance of other cultures.
Outline:
Greater Language and Cognitive Learning
Better Learning of other Curricula
Closing the Gaps between Student Abilities
Respect for Other Cultures
Other Benefits from Immersion Programs
From the Paper "Overall, research has shown that children in a total immersion program will experience a delay in their English language arts skills. This is normal and is to be expected, due to the lack of formal instruction in English. However, by third grade, the English literacy skills of immersion students will become equal to those of students educated in a traditional school. By fifth grade, many immersion students will surpass traditional students in English reading and writing. This happens due to a transfer of literacy skills across languages. A strong grasp of a first language provides a solid basis for the acquisition of English literacy."
Abstract This paper provides a number of reasons why bilingual programs should be eliminated from public education in the U.S. It discusses their inefficacy, their cost and their tendency to promote failure among students subjected to them.
From the Paper "Bilingual education should not be provided in U S public schools because despite some evidence of its success, for the most part it provides no additional educational benefits to students, it overburdens and ..."
Tags: Hispanic, academic performance, no child left behind, bilingualeducation act, government, funding, budgets, teachers, literacy
