Category Archives: bilingual education
Part of our ongoing series exploring how the U.S. can educate the nearly 5 million students who are learning English. More than 60 percent of the voters agreed with the change, and bilingual education was officially put to rest during the 2003/2004 academic year – except, as documented in a report prepared in 2010 for the state Office for Refugees and Immigrants, it wasn’t really.
Shin found that many respondents agree with the idea that the first language can be helpful in providing background knowledge, most agree that literacy transfers across languages, and most support the principles underlying continuing bilingual education (economic and cognitive advantages).
According to Anna-Stina Wardlaw, a former school principal in Pittsfield, Granville and Southampton, as well as a long-time ESL teacher, the school districts in the region accommodate both parents without much formal education who came from, say, Cambodia or Somalia, and foreign-born parents who are …Read More
Being able to speak multiple languages can be a blessing, and it can be a challenge when it comes to education. In Gadsden and other communities, the challenge moving forward will be to build bilingual programs that strike the right balance between acceptance and support—valuing non-English speakers while also recognizing that they might need extra help and resources.
Generally, it can be said that there is widespread acknowledgment of the need to improve English competence in the population, and bilingual approaches, where language is taught through subject content, are seen to be the most effective means of attaining this.
Opponents of bilingual education insist that English is the de facto official language of the United States and feel that English fluency is an issue of integration, while also pointing out that failing to ensure that students are comfortable using English as their primary language can result in the loss of …Read More
The Department of Curriculum and Instruction, in coordination with the Department of Languages and Literatures, offers a minor in both English as a second language (ESL) and Bilingual Education (BE). These are important in that the main goal of limited English proficient programs is to help limited English proficient students to close the achievement gap. The old law required parents to sign waivers to enroll their children in bilingual or dual immersion programs; the new law does not.
Trapping students in the echo-chamber of their own language and denying them the true opportunity to become bilingual is morally repugnant to me. For Brussels , which is an officially bilingual French-Dutch area, schools use either Dutch or French as medium.
Historical data for the years 1995 through 2008 reveal that LEP pupils in Texas have historically been concentrated at the lower elementary grades, with LEP counts and percentages decreasing notably after …Read More
Head Start students Joseluis Salas, left, and Jesus Gonzalez listen to a lesson during a Sobrato Early Academic Language, or SEAL, class in El Monte in October 2015. At Cahuenga, Spanish speakers can enroll in what is known as a transitional bilingual education program, in which students learn all subjects in their native language beginning in kindergarten, with the goal of transferring to mainstream English classes by fourth grade.
On average therefore, limited English proficient students placed in bilingual education programs have less exposure to other students as well as to limited English proficient students of other native languages, and there could be peer effects associated with this.
In contrast to traditional English as a second language” bilingual programs, more progressive bilingual programs, which the state emphasizes in its reformed curricular guidelines , have grown as a resource to build the language and cultural competency required for a globalizing society.…Read More
Rethinking Bilingual Education contains a shortened version of Uncovering the Legacy of Language and Power,” originally published as a chapter in Teaching for Joy and Justice , by Linda Christensen. The studies discussed here reflect mainly the impacts of transitional bilingual programs, the most common type in the US. However, their impacts may well differ from those of programs that have bilingualism as a goal, such as maintenance bilingual education and dual language immersion programs.
The tensions between complying with civil rights and access to instruction requirements for LEP students and accommodating non-LEP pupils who simply want to develop skills in a second language could be ameliorated if the state greatly expanded the bilingual teacher pool and provided substantial increases in state funding.
In 1985 further demands were made on bilingual teachers when the state identified five areas of knowledge—assessment, methods and materials, theoretical foundations, cross-cultural studies, and second-language acquisition—that …Read More