In her article, “Teach Them Spanish Early, Too,” Carlene Carmichael questions why young Californians are not being taught a basic understanding of both the English and the Spanish language. Carmichael contends that more job opportunities are available to bilingual applicants. She suggest that children could be taught both languages together from a young age. Carmichael pities the many Americans who are barred from employment at bilingual businesses because of this disadvantage and she wonders if anyone else feels the same. Carmichael’s suggestion to offer Spanish curriculum to young children and teach both English and Spanish at the same time makes a lot of sense; After all, California does recognize both English and Spanish as official
The basis of his argument throughout the essay is that bilingual education keeps students from being exposed to the English language enough to begin growing comfortable with it. However, in this particular passage, Rodriguez claims that he felt more afraid being forced to adapt to the English language at school. He states that “it would have pleased [him] to hear [his] teachers address [him] in Spanish when [he] entered the classroom.” By being greeted in a manner that he is more familiar with, he believes he would have been more open to the people teaching him, and with time more open to the English language. His claim within this passage contradicts his original position that separating students in bilingual classrooms is a disservice to
Lesley states that bilingual education is “an educational program in which two languages are medium of instruction.” (P. 11) Before specifically discuss about California, as a whole, the United States never has been officially announced as a bilingual or multilingual country. Despite the fact that the U.S. adapts the method of assimilation, bilingual schools exist early as pre-World War I (P. 18). And then, with Bilingual Education Act of 1967 brings a rebirth and structural bilingual education back to schools and districts (P.
272). However, there was a disparity in the goals of bilingual education since “bilingual educators had come to see the program as a way to preserve non-English languages and cultures, … congressmen still thought of it as a bridge to help learn English” (Ravitch, 1983, pg. 275). Legislators felt that learning English would be the means by which minority students could catch up with middle-class students. Bilingual teachers, however, saw that once minority students began to feel pride in their culture at school, the divide between students would close. Additionally, eligibility for bilingual programs in the US made it possible for a student “entirely fluent in English” (Ravitch, 1983, pg. 274).
The parent’s perspective towards bilingual education was like the student’s opinions because both individuals felt immersion classrooms benefit the students and the parents. The father of Jason was proud his son was the first in his family to read, write, and speak in English. Jason’s father knew his son would have many career opportunities by learning English at school. Learning the English academic language was not the only proud language Jason’s father encouraged for Jason to learn but also the Spanish language as well. Jason’s father only speaks Spanish so if his son was to lose his home language, a language barrier would form between father and son.
Module Response 5: Bilingual Education Programs & Teaching Bilingually 1 Based on your new, or perhaps revised, understanding of bilingual education programs and the rationale for teaching English learners in the U.S. bilingually, and maybe even based on your own experiences teaching in the schools, what do you believe is the best way to teach English learners a) the English language, b) academic language and content, c) critical thinking skills, d) skills that would prepare them for post-secondary education, e) experiences that would help them to lead productive lives in our global society? The Texas Education Agency (TEA) defines English Language Learner (ELL) as a “Student of limited English proficiency” means a student whose primary language
This is occurring in a school district that is located on the “wrong” (east) side of El Paso and serves a student population that is 88.1 percent Hispanic and 73.4 percent economically disadvantaged. Dual language has helped liberate its students from the grim statistical reality that half of the Hispanic students in Texas will become dropouts: Ysleta boasts a graduation rate of 84 percent, well above both the Dallas and Houston school districts. A pioneer in dual language, Del Valle in 2005 graduated the first class to begin the program in elementary school. Instead of leaving Spanish behind for all-English classes, students were taught core subjects like algebra and world history in both Spanish and English. - See more at:
Simonitsch and Lambert intel that the city of San Francisco was underfunded due to the overwhelming of immigrates of LEP students and made the students submerse into the English language (2004). Ultimately, the programs in San Francisco are failing at maintenance of bilingual education to static and developmental maintenance. Barker refers that static maintenance is to target language skills by maintaining them and developmental maintenance is to reach the student’s home language into a full proficiency of full biliteracy or literacy; also, known as Enrichment Bilingual Education (2011). It is important to know that indoctrinating the children into an English language culture is effecting their developmental stages. Due to these failed practices,
Noely Ramos Ramos 1 Ms.Cirelli AP Language 09/18/15 Argumentative Essay Common sense seems to dictate that bilingual education will be good for students to express themselves to peers and form their identities. Many seem to argue that language is a form of self-being and that it should be used freely in schools. However, those who are fighting for bilingual education fail to consider the obstacles that it forms for teachers in a classroom setting. I argue that english should be set as a default language in a professional environment so that students can form community rather than remain separate through language. This makes it easier on teachers, teaches students to adapt to their environments, and overall creates a way for all
A nuclear power station turns the nuclear energy in uranium atoms into electrical energy that can be used in homes and businesses. Nuclear power stations require a significant investment to construct, but they have relatively low running costs over a long operational life make them one of the most cost-effective low-carbon technologies. Nuclear power has one of the smallest carbon footprints of any energy source. The vast majority of carbon dioxide emissions associated with nuclear power stations arise during construction and fuel processing, not during electricity generation. There are currently 99 commercial nuclear reactors in operation in the United States.
His narrative shows this support and how having instruction in Spanish and English allows him to have higher academics. In less than ten years, one third of students attending public schools will not know English when starting Kindergarten. Are schools and teachers ready for this and will push for bilingual instruction? Is America ready for this? As for now, there is mixed perspectives.
The setting for this research is a first grade ESL class in an urban district of the state of Connecticut. The school has about 1300 pupils from pre-kindergarten to eighth grade. Each grade level from kindergarten to fifth grade has 2 mainstream classrooms, 1 bilingual (Spanish) classroom, a Dual language English classroom and a Dual language Spanish classroom. In grades sixth to eighth, there are 4 mainstream classrooms and one bilingual classroom. There are also 3 ESOL teachers for the whole school.
Frank Smith, a famous author from the Cold War era, stated, “one language sets you in a corridor for life. Two languages open every door along the way” (Smith 110). Several school districts across the nation have implemented dual language immersion programs in their elementary schools. With a fast-growing immigrant rate in the United States, being multilingual has become extremely useful to many U.S. citizens. Dual language immersion programs should be implemented into every elementary school curriculum because children in these programs acquire a second language, which helps them develop useful skills, become more aware of cultures around the world, and, contrary to the opposition’s claim, it does help students learn better in school.
I remember the day I stepped in Incheon airport, at the age of 13, after language study abroad to Canada for 6 months. That moment was when I was-and will be-the most bilingual in my entire life, which I had Korean culture and Canadian culture combined equally inside myself. Before the trip, I was an archetypal Korean girl. Becoming multicultural started when I stepped into the kindergarten yard, not realizing that it was the trigger–the first footstep to become bilingual. I started learning English in kindergarten – but I was neither forced nor unhappy to do so.
However, “the clear conclusion emerging from data sets is that even in two California districts that are considered some of the most successful in teaching English to LEP students, oral proficiency takes 3 to 5 years to develop, and academic English proficiency can take 4 to 7 years. The data from the two school districts in Canada offer corroboration” (Hahta, Butler, Witt. 2000, p. 2) There is a common fallacy that bilingual education or bilingualism will have adverse effects on the learning of the majority language. Cummins (n.d.) states “A finding common to all forms of bilingual education is that spending instructional time through two languages entails no long-term adverse effects on students’ academic development in the majority language. This pattern emerges among both majority and minority language students, across widely varying sociolinguistic and sociopolitical contexts, and in programs with very different organizational structures”
