Abstract This research paper analyzes the specific challenges educators face when teaching bilingualchildren with special education needs. Specifically, it attempts to address whether early intervention for at-risk bilingualchildren with disabilities and other handicaps or other specific tools and academic strategies will improve learning outcomes. The paper also provides statistics on the unique challenges educators must address when working with special education bilingual students.
Table of Contents:
Abstract
Introduction
Problem Statement
Background
Preliminary Literature Review
Methods
Theoretical Framework & Data Collection
From the Paper "Amato & Baca (1989) note that throughout history bilingual education has shifted multiple times, from "nonbiased native-language assessments" to specific services directly related to a student's special needs and bilingual ability (168). Many consider the field of bilingual special education one that is emerging and growing. Baca & Cervantes (1989) note a need for a bilingual special education "interface" exists that incorporates training for special education students and teachers (168). Amato & Baca (1989) observe that certain teacher competencies are clearly necessary for bilingual special education teachers, competencies that must be more clearly defined. Neuman & Roskos (1997) and other researchers including Gonzalez-Bueno (2003) suggest promoting literacy among bilingual special education students should be a primary concern for educators. They suggest use of a bilingual alphabet will help facilitate this process."
Abstract This paper examines the criteria for measuring early language development, the concepts associated with ascertaining a child's developmental progress, the research supporting the prevailing theories and the significant findings inherent in credible research in these areas. It discusses how all over the globe young children seem to effortlessly acquire two or more languages at one time, while some uphold the belief that children who are exposed to multiple languages too early may experience developmental language delays and/or confusion. It evaluates how scientific research has attempted to examine whether young bilinguals can ascertain that they are acquiring two separate and distinct languages early on.
Outline
Introduction
Research and Analysis
Bilingual Paradox
Bilingual Deficit Hypothesis
Unitary Language System Hypothesis
Bilingual Advantage Hypothesis
Differentiated Language System Hypothesis
Vocabulary Development
The MacArthur CDI
Linguistic Milestones
Lexical Identifiers
Neutrals
Translation Equivalents
Interlocutor Sensitivity
Language Choice
Codemixing
Parental Discourse Strategies
Early Constraints
Conclusion
Bibliography
From the Paper "The line of thought that resembles popular opinion about whether or not children should be raised bilingual from birth is called the "Bilingual Paradox". It is a paradox because there are conflicting contemporary theories about whether or not it is the preferred method of introducing two languages. While much research shows that, by several measures, children who are exposed to two languages simultaneously between the ages of zero and three achieve major milestones within the same timeframe and with similar results as monolinguals, the contemporary line of thought has been to teach a child one language early on, reserving the introduction of a second language for the later school years. The thinking associated with the latter opinion is that introducing two languages early on will confuse the child, or that the child will be disadvantaged in mastery of one or both languages. There are, however, steps parents can take early on based on proven research to give their child an advantage in learning language skills. Methodologies, tools, timing mechanisms and support strategies have been developed through testing and observation that aids children in successful and timely language development, specifically in the adoption of multiple languages."
Abstract Infants and very small children are extremely receptive of almost all forms of learning. For many years, it was the practice to begin foreign language training at the high school level. However, research suggests that children who begin bilingual education at the pre-school level are the most effective language learners. This paper explains that the myths of dual language acquisition have largely been found to be false: learning more than one language does not lead to confusion or disorders in the learner. The paper also discusses the benefits that occur when bilingual education is begun at a very early age.
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 In this article, the writer discusses a reality that affects thousands of parents who face the problems of raising their child bilingually. The writer looks at how parents can assure that their child are able to speak their mother-tongue when living in a foreign county. This essay addresses the challenge that faces families from all ethnic groups and races; that of assuring bilingual efficiency. The writer maintains that the process of language learning, even for young children, can be extremely stressful, and the impact of both negative and positive attitudes from peers, family, and the surrounding society can be significant. The writer concludes that early exposure to the language has been proven beneficial, and can strengthen motivation and facilitate learning.
Outline:
Introduction
Looking At the Issues
From the Paper Why do parents wish to raise their children bilingually? Language is cultural identity, and, for most parents who are from different racial backgrounds, the desire to teach their children their mother-tongue is based on the recognition that in achieving this, they are not only bringing the child's two cultures together, but also enabling a sense of both duality and international awareness that is unattainable in a monolingual world. It introduces the child to different cultural expectations, worldviews, and concepts. Therefore, for parents who are committed to this initiative, raising children bilingually is not only both challenging and rewarding, but is also a task that is practical and accessible. However, there are many people who feel that raising children bilingually can cause social, cultural, and personal development problems within the child (Maria Estela Brisk, et al, 2004).
Abstract This paper examines the various reasons why bilingual education is not only necessary but also effective. The writer of this paper stresses the need for bilingual education as a step to wean students from their native language as effectively as possible and to get them into the educational mainstream. Critics of bilingual education 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 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:
Bilingual Education: Background and History
Bilingual Education: 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 presents a critical analysis of the American Bilingual Education policy from 1970 to the present.
From the Paper "Without a doubt, the United States of America is a country where large numbers of immigrants come to pursue their goal, freedom, and better life. Based on that fact, it is very inevitable that immigrants would come with their kids or have American-born kids after the immigration. If a child was born outside of this country and came he would not be able to speak English as fluently as American-born kids. Such language barriers, not being able to speak English, prevent one from succeeding in the all English environment of a typical American classroom, because one has to struggle with obstacles generated by the limited English proficiency (LEP). The United States of America has been offering bilingual education nationwide to the ones with limited English proficiency since late sixties. In order to prevent any kind of misunderstanding and confusion in regard to the terminology, the definition of bilingual education is a program where students are taught in their native language instead of English. Its goal is assisting children with limited English proficiency within school system. However, bilingual education system is not helping children learn English and eventually succeed in the English society. It actually prevents them from learning English while taking the chance away to learn English from them as well as chance of getting used to new living environment they face outside school. Therefore, bilingual education system should not take place. "
Tags:children, els, english, immigrants, language, recent, school, second
Abstract This paper investigates bilingual educational, and evidence that both supports and undermines specific didactic methods. Problems with bilingual education are also be addressed. Special attention is paid to bilingual immersion as a language acquisition tool, and is compared with other bilingual education methods. Additionally, the discussion addresses key issues regarding the failures and problems in bilingual education in the state of California.
Methods in Bilingual Education
Problems and Failures in Bilingual Education
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 explores recent trends and controversy regarding bilingual education and examines various methods for providing bilingual education. Additionally, recent educational trends in this field are discussed, including two-way bilingual education, integrated bilingual education, 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 This is a position paper on the advantages of bilingual education. The different educational models of bilingual education are looked at, as well as the opportunities provided by bilingual education to students with limited English proficiency. The paper also examines the controversy surrounding bilingual education.
From the Paper "Bilingual education programs have been a fixture in the American public education system for many decades. However an enormous amount of controversy surrounds bilingual education which includes a variety of different educational ..."
Abstract This paper discusses the pros of bilingual education in New York public schools. As part of the discussion, the paper examines the following four language programs available in New York: two-way bilingual education, transitional bilingual education, 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 bilingual education has become increasingly accepted as a necessary part of today's educational culture. The writer examines both the benefits and deficiencies of bilingual education. The paper is also used to present some discussion on the ability to assess success in a bilingual education 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 how "Tongue-Tied: The Lives of Multilingual Children in Public Schools" addresses the different injustices suffered by multilingual children in the American school system. The paper explains the main implication of the work that the current method of incorporating ESL students into the school community renders them tongue-tied in their native language and/or culture, and does not enable these students to truly realize their academic and personal potential. The paper highlights the main message that America is a nation founded upon individualism, not assimilation, and creating an individualized and pluralistic approach is more effective for the school system and the students' education.
From the Paper "One of the more interesting features of this work is the fact that it does not present its argument in the form of a singular or even multiple essays, but instead uses personal essays as well as data-based research to substantiate its claims. This is to break down conventional means of chronicling academic performance, and to illustrate the emotional costs of forcing children to choose between English and their home language and culture. The diverse personal narratives chronicle the often painful experiences of bilingual or bi and multicultural children within a system that does not understand their needs. Both essays and academic sources compiled within the text show how the process of language acquisition is never culturally neutral. Rather, the system's implied need for children to acquire a new language is often rooted in colonial or post-colonial motivations, and there is an assumption that English is not simply necessary, but is superior to that of the child's home language. Thus the act of speaking English becomes a way for the state to forcibly sever the child's connection to his or her home."
Abstract This paper looks at the issue of bilingual education for Hispanic students in the U.S. The paper discusses key theoretical concepts underlying bilingual education 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
