Argues that a slow transitional approach to bilingual education best suits ESL student's long-term academic needs rather than short-term proficiency to meet narrow standards of literacy.
Written in 2008; 2,013 words; 10 sources; MLA; $ 63.95
Paper Summary:
This paper discusses the debate over the best way to conduct bilingual classes for children. The paper reviews the literature on different approaches to bilingual education and argues that a transitional, rather than an immersive approach is the superior strategy to pursue with children. It also looks at the problems that there have been in implementing successful bilingual education classes and looks at possible solutions.
Table of Contents:
Introduction
The Stakes of the Debate
Immersion versus other Methods of Instruction
What Approach is Best?
Conclusion
From the Paper:
"A fundamental paradigm shift is needed. Instead of asking what is the correct 'image' of American education, educators must ask what is the best way to teach students, and embark upon long, rather than short-term research studies of a variety of transitional approaches to determine the right way to strike an effective balance between English education immersion and bilingual support in other academic areas. The approaches must be logistically feasible, given the limited resources of many ESL programs, but must attempt to improve student's academic performance in the long, rather than the short term. A slow, transitional, combined approach seems to be supported in developmental theories of linguistic development and the research that exists regarding the different approaches: immersive, transitional, and developmental. Although further long-term study is needed, the currently popular immersive approach and approaches that fast-track ESL students into 'regular' classrooms serve the electoral needs of politicians better than the educational needs of ESL students."
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