| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "BILINGUAL CHILDREN": |
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Bilingual Children, 2007.
An analysis of the challenges facing special education teachers when teaching at-risk bilingual children.
1,355 words (approx. 5.4 pages), 6 sources, MLA, $ 45.95
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Abstract
This research paper analyzes the specific challenges educators face when teaching bilingual children with special education needs. Specifically, it attempts to address whether early intervention for at-risk bilingual children 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."
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Raising Children Bilingually, 2007.
This paper looks at the challenge of raising a child bilingually.
825 words (approx. 3.3 pages), 3 sources, MLA, $ 29.95
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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).
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"Bilingual/Bilingue", 2007.
This paper studies the poem "Bilingual/Bilingue" by Rhina Espaillat.
1,968 words (approx. 7.9 pages), 6 sources, MLA, $ 62.95
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Abstract
In this article, the writer explains that "Bilingual/Bilingue" by Rhina Espaillat is a depiction of a girl growing up in a Spanish speaking household in the United States. The writer notes that through excellent language choices and the successful use of literary devices, Espaillat captures the difficulties of living in an English speaking country while coming from a Spanish speaking home. The writer describes that "Bilingual/Bilingue" is a personal account of the realities of bilingualism, and shows how it is possible to overcome language and cultural barriers to learn a second language. The writer concludes that real life examples and the girl in "Bilingual/Bilingue" both show that the original language remains a part of one's culture and identity and that language barriers are an obstacle, but not a permanent one.
From the Paper
"It is out of this fear that he resists English in the household, but his daughter, who studies English extensively in and outside of the house on her own, comes to become more than proficient in English. She realizes what her father does not, that language is not a divisive force, and that she can express herself fully in English, her second language. Thus Espaillat is writing on the success people can achieve in learning and living in the United States as a bilingual individual. Language will not divide her from her father, and she can become a successful English poet growing up in a Spanish household. The cultural and linguistic challenges she faced she was able to overcome."
"Espaillat's perspective on the issue of bilingualism individually and as a society is backed up by both empirical and qualitative research. In fact, although Espaillat's childhood experience was many years ago in the 1930s, issues she faced and issues she overcame are relevant to this day. For instance, a 2007 study on bilingual Latino and Latina adolescents evaluated the role of the Spanish language and bilingualism for both gifted and non-gifted students. This study found that for these bilingual students, regardless of level of academic achievement, that Spanish was their native language."
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'Bilingual/Bilingue Explication', 2007.
This paper analyzes the poem 'Bilingual/Bilingue', by Rhina Espaillat.
1,746 words (approx. 7.0 pages), 1 source, MLA, $ 56.95
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Abstract
In this article, the writer points out that 'Bilingual/Bilingue', by Rhina Espaillat is an invitation into a young girl's world as she grows up in a Spanish household, yet in an English speaking country. The writer notes that carefully weaving English with Spanish words for emphasis, Espaillat paints a picture of a girl forced to speak Spanish while yearning for English. The truth of the matter is that one cannot force a language out of one's heart, and even though the young girl is forced to speak Spanish in her home, her English words are just as meaningful as her Spanish. The writer maintains that 'Bilingual/Bilingue' is a statement on the flaws of forcing a native language upon someone, or perhaps of excluding a language from someone's life, as in the end it is what is in one's heart that is the true meaning of the language.
From the Paper
"With the problem established, the fourth stanza quotes the father as to what he is intends to do about the problem. He insists for his daughter to speak English outside the home and Spanish within. By maintaining that Spanish be spoken at home, the father is attempting to remain a part of his daughter's life as a Spanish speaker himself. He does not want English coming into his home and have a language barrier between himself and his daughter and establishes the rule. This division of the two languages, however, to the daughter is like dividing her world in two as Spanish and English are both important to her and what follows in the poem is a reaction to the rule her father has established."
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Foundations of Bilingual Education & Bilingualism ( Colin Baker ), 1996.
Critical review of work on bilingual theory, effectiveness, strategies, student communication and feedback.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"The text entitled Foundations of Bilingual Education and Bilingualism by Colin Baker is a comprehensive look at the theoretical basis of the field of bilingualism, but it falls short of teaching educators practical ways of reaching bilingual students. In that sense, it is not a well rounded introduction to bilingualism for those who find themselves teaching bilingual students.
Ofelia Garcia's foreword notes Baker's psychological and sociological perspectives, and acknowledges that Baker "engages them [educators] in making decisions about appropriate educational approaches and pedagogical approaches" (vii). Baker may engage his readers in a discussion, but he does not offer a sufficient number of practical guidelines with which a teacher could successfully teach bilingual students. Again and again, he.."
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Bilingual Education and Bilingualism, 2001.
Discusses the spread and decline of various languages.
1,150 words (approx. 4.6 pages), 0 sources, $ 39.95
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Abstract
This paper discusses the pros and cons of bilingualism focusing on the homogenizing of the world's languages and the struggle to keep some languages and cultures alive. It mentions the effects of colonial powers, the necessities of learning other languages for trade purposes and the reluctance of younger members of minority groups to learn their original tongue. Contains information such as the top nine countries language wise contain 3,300 languages. The paper also discusses the gradual process of change in a language.
From the paper:
"Bilingualism is a reality today and it will become a greater reality as time goes. The extent to which it is prevalent is evidenced by the presence of bilinguals in every country today, as well as in every social class and every age group. International travel, communication and the mass media, emigration and planetary economics have created a so-called global village whereby inhabitants speak more than their own native language."
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Bilingual First Language Acquisition, 2002.
An examination of early language development theory for potential bilingual children.
7,808 words (approx. 31.2 pages), 35 sources, MLA, $ 169.95
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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."
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Bilingualism, 2004.
An analysis of bilingualism and its effect on children.
2,509 words (approx. 10.0 pages), 13 sources, MLA, $ 76.95
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Abstract
This paper discusses how different ethnic and cultural groups influence the process of bilingualism. The paper focuses on the effect that bilingualism has on children. The paper identifies immigration and intermarriage as the two main ways that children become bilingual. The paper distinguishes between two different kinds of bilingualism: fluent bilingualism, if a child speaks both languages fluently; and limited bilingualism, if a child doesn't speak any of the languages well.
From the Paper
"In the discussion part of the paper Schecter discussed the relationship between family language environment and the development of bilingualism in different sociolinguistic contexts. She also pointed out the importance of parents' attitude toward bilingual education and success of their children in bilingualism. Parents experience the events associated with language use day-to-day life as enablers of, or constraints to, the maturation of their children's identities as social and cultural beings."
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Benefits of Bilingual Education, 2007.
This paper explores the benefits of children receiving a bilingual education.
1,474 words (approx. 5.9 pages), 4 sources, APA, $ 48.95
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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."
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Jocelyn Smrekar's Article 'Early Childhood Bilingual Classrooms', 2007.
This paper analyzes the article 'Early Childhood Bilingual Classrooms' by Jocelyn Smrekar (2005) from "Making a Difference in the Lives of Bilingual/Bi-cultural Children".
1,420 words (approx. 5.7 pages), 5 sources, APA, $ 47.95
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Abstract
This paper explains that Jocelyn Smrekar in her article 'Early Childhood Bilingual Classrooms' by (2005) suggests that the bilingual education of young children should not be merely about language acquisition but also about a kind of cultural meeting of the minds of teachers and students of a variety of different backgrounds. The author points out that Smrekar's views in this sense coalesces with the esteemed cognitive academic language learning approach (CALLA), which states that valuing the student's own prior knowledge and cultural experiences and relating this knowledge to academic learning in a new language and culture is a key aspect of creating a learning-friendly environment for foreign language acquisition. The paper criticizes Smrekar because, unlike CALLA, she does not give much advice for teachers in terms of creating hands-on approaches that might be effective in the everyday life of the classroom.
Table of Contents:
Article Summary
In Favor of the Article's Point of View
Against the Article
Summary
From the Paper
"Smrekar provides helpful reminders that young children do not learn language as if by magic, rather individual students may vary in the levels of exposure they have to the language at home and in their social environments. She also encourages teachers not to judge student's overall intelligence harshly, merely because they make common initial linguistic mistakes in using English such as code mixing, or referring with a specific word to all general examples of a type, or conversely use under-extensions of specific vocabulary words, or not using a general vocabulary word in a host of specific contexts."
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Bilingual Education and Arab-Americans, 2002.
A discussion of the original purpose of bilingual educational programs as primarily for Spanish speaking children.
2,700 words (approx. 10.8 pages), 13 sources, $ 95.95
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Abstract
Discusses original purpose of bilingual educational programs as primarily for Spanish speaking children. Development of a transitional model not based on a pedagogical foundation. Deveopment of a new model of dual immersion that is based on neurological research. Court decision re: binlingual programs. Cites problems of bilingual education today. Centers on bilingual education in the context of the Arab-American community. ESL studies. Special needs of Arabic speaking children; lack of teachers proficient in Arabic and English.
From the Paper
"Bilingual Education and the Arab-American Community
Introduction
Bilingual education programs were initiated in the United States and intended to be "transitional in that their goal was to facilitate the rapid movement of non-English speaking students into mainstream classroom. Luisa Garro (p. 5) claims that these programs were created in the late 1960s and the early 1970s in response to legislation and court orders requiring schools to provide an education in a child's native language. The transitional model was developed rapidly and without much pedagogical foundation.
A new model known as dual immersion is emerging in bilingual education (Garro, p. 5). This model is based on neurological research suggesting that the window of opportunity for..."
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Bilingual Education, 2002.
Shows the arguements for and against bilingual education in the American educational system.
1,333 words (approx. 5.3 pages), 5 sources, MLA, $ 44.95
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Abstract
Bilingual education programs set up to provide support to non-English-speaking children allow immigrant children to keep up with studies in other academic subjects while they work on their English skills. The paper shows that the controversy over the effectiveness of bilingual education programs continues to rage in the community as educators attempt to find ways to accommodate the needs of the increasing numbers of immigrant children. Thus far, there is no conclusive evidence that bilingual education programs or other strategies provide the best education for immigrant children. The paper discusses how past experiences have shown that immigrant children from different parts of the world perform differently in response to particular strategies. Socio-economic backgrounds of the immigrant children may also be a decisive factor in determining the outcome of the children's success. The paper concludes that it is ultimately up to the parents and educators to collaborate in order to provide an education that caters to the individualized needs of their children.
From the Paper
"However, critics of bilingual education point out that bilingual education programs have been an utter failure in enabling immigrant children to succeed in schools. Even after thirty years of implementation, there is still no indication that bilingual education programs work in helping non-English-speaking students succeed. They argue that immigrant children are still dropping out of schools in droves and few immigrant children transition to full English instruction classes (Rothstein, 1998, p. 672). According to these critics, the premise of bilingual education classes is a divisive concept that slows down the assimilation process of these immigrant children. By keeping children straddled between two worlds, bilingual education advocates are sabotaging the immigrant children's chances of learning a sufficient level of English to allow them to survive in the workplace (Rothstein, 1998, p. 672). Immigrant children who are immersed in their native language at school and at home will not feel the incentive to tackle the difficult challenge of learning another language (Rothstein, 1998, p. 679)."
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Bilingual Education, 2005.
A look at bilingual education in the classroom and the arguments that favor and oppose bilingual education.
1,245 words (approx. 5.0 pages), 5 sources, APA, $ 42.95
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Abstract
This paper first provides background information about bilingual classes and an evaluation of the current bilingual education situation. The paper also looks at arguments both for and against bilingual education. Finally, this paper seeks to prove that bilingual education in its current form must be reformed or eliminated.
From the Paper
"An article found in ERIC digest explains that bilingual classes can be classified as either late transition or early transition classrooms. The classification depends on the students' ability to learn in English speaking classrooms. Programs that are classified as early exit are based on the students' ability to speak English proficiently. In the late transition programs the students must be able to read and write English proficiently to be place in a mainstream classroom. (McKeon)"
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Early Bilingual Language Programs, 2006.
A paper looking at the benefits of early bilingual language programs.
900 words (approx. 3.6 pages), 2 sources, $ 35.95
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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.
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Bilingual Education and the American Dream, 2004.
This paper examines the how bilingual education affects our society, along with exploring the history of bilingual education.
2,062 words (approx. 8.2 pages), 11 sources, MLA, $ 65.95
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Abstract
The paper uses history, the legal issues concerning bilingual education, the moral issues concerning bilingual education, effective bilingual programs, and examples of success to form an argument for the use of bilingual education.
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."
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