| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "FOUNDATIONS BILINGUAL EDUCATION BILINGUALISM COLIN": |
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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/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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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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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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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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Pro's and Con's of Bilingual Education, 2007.
This paper examines various opinions and research on bilingual education in the United States.
2,458 words (approx. 9.8 pages), 15 sources, APA, $ 74.95
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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."
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Bilingualism and First Language Loss, 2003.
This paper discusses the linguistic phenomena of bilingualism and first language loss and presents suggestions for advocating multilingual education.
5,115 words (approx. 20.5 pages), 23 sources, APA, $ 128.95
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Abstract
This paper explains that bilinguals are not inferior to monolinguals in any way; however, there still exist various stereotypes against bilinguals, which range from the claim by professions, such as speech therapists and medical doctors, that hearing two or more languages in childhood causes language disorder and language delay to the idea that bilinguals are slow learners and are losers in life. The paper reports that in order to fit themselves into school and society, some young bilinguals begin to learn English and, as soon as they have learned barely enough to get by, use their home languages less and less until they gradually lose it totally: This phenomenon is first language loss. The author stresses that first language loss is not a ?necessary or inevitable outcome? when children acquire a second language.
Table of Content
Introduction
Bilingualism
Types of Bilingualism
Studies on Bilingualism
First Language Loss
Process of First Language Loss
Consequences of First Language Loss
Fostering a Positive Linguistic Environment
Conclusion
From the Paper
"From these accounts, it is apparent that two major consequences of first language loss lie on family relationship and the crises of self-image and cultural identity. As far as family relationship is concerned, there is a lot of ?shame, anger, frustration, and embarrassment attached to the loss of a first language?. To the individuals, a negative self-image was common, resulting either from coming from non-English speaking families or being an outsider of their own ethnic group. At the same time, these people are usually haunted by the uncertainty of their own identity, because they are unable to identify themselves with either their home language culture or the dominant English culture. Besides, along the process of growing up into monolinguals in English, they were all neglected, isolated, and despised in one way or another. Life has been a constant struggle to them simply because they happen to have been born into non-English speaking families."
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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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Bilingual Education, 2006.
This literature review examines current trends in bilingual education.
1,408 words (approx. 5.6 pages), 10 sources, APA, $ 46.95
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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)."
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Bilingualism in America, 2007.
An analysis of the benefits that official bilingualism in the United States will have on education.
3,576 words (approx. 14.3 pages), 7 sources, MLA, $ 100.95
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Abstract
This paper discusses the commonly held belief that the United States is a monolingual nation. The paper challenges this notion and discusses the importance of bilingualism. In particular, the paper discusses the importance of bilingualism in terms of education and describes how official bilingualism within the educational system will benefit students and therefore society as a whole.
Table of Contents:
Introduction
Historical Background
Monolingualism vs. Bilingualism
Bilingual Education Options
The Controversy
A National In-Decision
My Proposal
Conclusion
From the Paper
"As far as bilingual education goes, it is clear that the results of studies are somewhat inconclusive when lumped together. However, the people being affected by the decisions should be the ones who vote on which way to go. Is this not a democracy? As a future educator, I feel that if the people decide which form should be used in their state and/or in their school district and they have the option to switch school districts, it would alleviate much stress. Although these proposals may be hard to implement and may cause much headache until they are sorted, the end result would truly be worth it. The world is getting smaller everyday and if the US wants to continue to hold such a strong position, then knowing other languages is essential. English may keep us unified, but knowing other languages will keep us powerful."
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Bilingual and Bi-Cultural Students, 2005.
This paper reviews current policies and practices to educate bilingual and bi-cultural students.
3,010 words (approx. 12.0 pages), 10 sources, APA, $ 88.95
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Abstract
This paper explains that only through interaction and collaboration among students, teachers, parents and community members will bi-cultural and bilingual students develop an identity and realize their true potential; therefore, schools that neglect to infuse curricula and educational environment with interactive and collaborative policies fail students and society. The author points out that the current number of bilingual programs available in the United Students serve a very small percentage of the actual number of bilingual students in need and these programs. The paper stresses that teachers must understand that a culturally diverse student base means that not all students have the same reference point when learning in the classroom because what is intuitive to one student may seem foreign to another depending on their cultural heritage.
Table of Contents
Introduction
Understanding Bilingual Education and ESL
Cognitive and Linguistic Development in Bi-cultural Students
Structuring Bilingual and ESL Classrooms to Enable Student Achievement
Cultural Conflict Students Face in Schools
Analysis
Conclusions
From the Paper
"The manner in which adults and children interact are also different among various cultures. In most traditional U.S. classrooms for example, most teachers repeatedly ask questions of students to evaluate their achievement. This process may confuse bicultural students who grow up in a culture where adults only ask children questions when they don't know an answer themselves; students in this situation may not understand why a teacher would ask a question if they already had the answer causing a disruption in learning.Text organization also varies among cultures."
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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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Bilingual Education, 2005.
Reviews the article "Opposition to Bilingual Education: Prejudice or the Defense of Realistic Interests?" by L. Huddy and D.O. Sears.
755 words (approx. 3.0 pages), 1 source, APA, $ 26.95
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Abstract
The paper argues that predicting the effect of bilingual education on student outcomes, using the work by Huddy and Sears ("Opposition to Bilingual Education: Prejudice or the Defense of Realistic Interests?") is problematical. The authors investigated the bases for parental prejudice against bilingual education but they did not investigate in any detail what the educational outcomes might be for the children involved. The paper shows that the authors made only incidental reference to the possibility that Latino, African-American or other minority students-or even Anglos-might experience diminished educational outcomes in the presence, or for that matter absence, of bilingual education. In fact, they were not investigating outcomes per se; they were investigating the source of prejudice.
From the Paper
"Huddy and Sears concluded that the deepest opposition to bilingual education resulted from perceived realistic interest. They found that both parents and non-parents who perceived that programs were in competition for limited resources for education were most likely to oppose bilingual education. In addition, they noted that those parents who believed bilingual education was not of benefit to their children also opposed it."
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