An examination of how teachers should approach bilingualism both in and outside of the classroom.
Written in 2006; 965 words; 3 sources; APA; $ 34.95
Paper Summary:
This paper examines the challenges of bilingualism in a child's life. The author argues how the presence of two languages can impact expression in different settings and amongst different groups of people. This is especially true in the context of the classroom. The writer also considers dialects as a form of bilingualism. Teachers are encouraged to teach using standard English while respecting their students' linguistic diversity.
From the Paper:
"Thus, bilingualism and diversity is a reality in the United States, and this is true, perhaps even more so, in California. Bilingualism alone produces not simply many languages but many dialects. Spanish is one of the most common languages other than English spoken in the United States. (Chaika, 1994, p.35) Mexican-Americans, Puerto Ricans, and Dominican-American children may make up a teacher's classroom, and depending if these bilingual students are first, second or third generation, may speak with a different level of English and Spanish fluency. Between even their own forms of Spanish, however, there will many regional differences in dialect and vocabulary. Thus, teacher cannot even assume a natural cohesion between all Spanish speakers in the classroom, but approach every child from his or her own unique cultural and familial context."
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