The Effectiveness of the Limited English Proficiency Programs
This paper discusses in detail the consequences of the Limited English Proficiency programs on academic achievement, the positive effects of bilingual education and the possible solutions and implications of programs.
# 7984 | 3,045 words | 8 sources | MLA | 2002 |
Published on Feb 05, 2003 in Education (Curriculum) , Education (Special) , Education (Theory) , Education (Multiculturalism)
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This paper illustrates that Limited English Proficiency is a barrier to academic achievement. The author states that the quick Limited English Proficiency programs that teach students only at the base level and do not preserve their native languages have negative effects on the student. The author feels that preservation of the student's native language is necessary. Although the author points out that the LEP schools have many other problems, he states that progress is being made to improve bilingual education.
From the Paper:"Studies have shown the consequence of neglecting to implicate efforts to educate bilingual children highly affects the student's interest in learning, which greatly impairs their academic achievement. The Collier study in 1992 revealed that minority students properly bilingually educated for a minimum of three years scored much higher on academic achievement tests than the monolingual students over a period of time. There are no shortcuts to teaching proper bilingual education programs. Quick programs, which taught limited English proficiency students only at the concrete level and did not take the time to preserve their native language, had many negative effects, including lack of academic achievement progress."
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The Effectiveness of the Limited English Proficiency Programs (2003, February 05) Retrieved July 14, 2020, from https://www.academon.com/research-paper/the-effectiveness-of-the-limited-english-proficiency-programs-7984/
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