While completing CLDE 5160 I began to develop a deeper understanding of the history of bilingual education. For standard 5.a I have selected the completed case study as my artifact. The reason I selected my case study as the artifact for this standard was because we developed it over the course of the semester and now it shows my growth as an educator. I completed this artifact prior to starting my first year as a teacher of record on the school that I had been hired to teach at. My case study began by discussing overview of issues facing our students today. I talked about America being a melting pot and not having an official language while defending my students to others. I continued to talk about how Obama and his family were being criticized simply because of the color of their skin. I then proceeded to state that I felt like the country was entering a war against itself. “We are a country that was built on immigration …show more content…
I talked about how we used to have bilingual German schools until the end of World War II then we adapted the English only model. During this time also brought up that we were refusing to educate African American students even though we forced them to come here. I then entered into Undocumented students and as an educator it was my duty to educate them and make them a future productive member of society. I then talked about Plyer v. Doe and how it was a landmark case in the progression of education for our bilingual learners. I now know that this case is the reason that education in the United States is free no matter what their immigration status is. I briefly brought up the vague if existent plan to transition students to English that came out of the 1923 case Meyer v. Nebraska. I finally got to Lau v. Nichols in 1974 where I had discovered the importance of differentiation. Because of this case we now know that the same is not equal in terms of
The need for bilingual education is not directly related to the need for the student to have a more pleasant learning experience, but based more on the increasing need for these individuals to learn about their heritage, how they can present themselves to others in different scenarios, and being knowledgeable in both languages at a dual equivalence. The key
Bilingual education has been a debatable subject since its conception during the case of Lau vs. Nichols, in the early 1970’s. However, in that case, the court only ruling was that the children’s
As our nation shifts towards a more culturally diverse population both educators and families have to find a common ground to ensure that English Language Learners are academically successful. All stakeholders must carefully consider the social cultural impact on an ELL education. The process of raising bilingual learners take more than a language a school and a language learned at home. The transition must have a purpose and a goal.
Around 1959, bilingual education took flight in the United States. Starting in Miami and quickly making its way San Francisco, bilingual education soon led to the Bilingual Education Act, which promoted “No Child Left Behind”. Only twenty years later, the act acquired the attention of high schools around the country. Nonetheless, bilingual education is not always taken to be the cure-all for acclimating immigrants to the United States. In his article “Aria: A Memoir of Bilingual Childhood”, Richard Rodriguez argues that students should not take part in bilingual education by explaining how it takes away individuality and a sense of family through the use of ethos, diction, and imagery; Rodriguez also uses parallelism and ethos to point out how a bilingual childhood can help students feel connected to society.
In his essay "Bilingual education outdated and unrealistic" Richard Rodriguez, one uses many rhetorical strategies. Rodriguez uses ethos in order to make you decide if it is right or not. He uses appeals to the audience’s emotions and finally gives his personal testimony in the examples. Rodriguez does not use personal examples, but when he does he uses a lot of imagery and emotion to create an example that is perfected. His position is based on the two sides of his childhood: his public language and his private language. Overall, His public language of a very rough English was used in the classroom at school and when he was on the streets of town. One’s private language of Spanish was used at home and bringing him a sense of safety when using it.
Around 1959, bilingual education took flight in the United States. Starting in Miami and quickly making its way San Francisco, bilingual education soon led to the Bilingual Education Act which promoted “No Child Left Behind”. Only twenty years later, the act acquired the attention of high schools around the country. Nonetheless, bilingual education is not always taken to be the cure-all for acclimating immigrants to the United States. In his article “Aria: A Memoir of Bilingual Childhood”, Richard Rodriguez argues that students should not take part in bilingual education by explaining how it takes away individuality and a sense of family through use of ethos, diction, and imagery; Rodriguez also uses
Speaking two or more languages is like a country having an atomic bomb during a war. The first situation is advantageous to a person and the second situation is advantageous to a country. “Aria: A Memoir of a Bilingual Childhood” is a memoir of Richard Rodriguez’s bilingual childhood and it was originally published in Hunger of Memory in 1981. In Rodriguez’s memoir, he discusses why he disagrees with bilingual education. His audience is bilingual or anyone that has an opinion towards bilingual education. The purpose in Rodriguez’s memoir is to inform people of the effects of bilingual education and persuade bilingual educators why bilingual education shouldn’t exist.
Underrepresented Minorities is a big topic that I felt covering in this class was necessary, especially on the leadership viewpoint. Being part of the Latino community, we have struggles of being misrepresented, especially lately in the social media concerning Donald Trump. His comments hit home with many of us and drew many Latinos to attention that we are underrepresented as a community within the minority category.
“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common
The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a
Discuss why the Lau (1974) and Castañeda (1981) decisions were so important in the trajectory of emergent bilinguals. What kinds of programs were created? Describe a few of them.
I chose my immigrant participant from a personal perspective, yet not knowing much about him. Last year, my first year teaching, I had a little boy in my class that was Latino, very shy and quite. He struggled in reading and writing and after meeting with his parents and ESOL teacher several times, the decision was made to retain him in first grade. His parents, especially dad was hesitant about the decision, and began to tell small glimpses of how his son was very much like him, shy, and scared to reach out because of the language barrier. There was never much elaborated on, but I could tell that dad had possibly been in a similar situation before. This year, I was lucky enough to have this same child in my first grade class again. After receiving
The first story I chose out of all the three stories that I chose was Barrio Boy by Ernesto Galarza. This story relates to my thesis statement because Ernesto wanted to learn english and go to school so he came to America from Mexico with his mother. The first thing that Ernesto did to success was that he emigrated to America from Mexico with his mother. Then, he went to school in America because he wanted to learn english. For example, the evidence in paragraph three it states “up to this point the adventure of enrolling me in school had been carefully rehearsed”. Also, in paragraph three it says “they assured us that there was always a person who could speak spanish”. Another, evidence in paragraph 14 it
In my original personal narrative, I mentioned that I grew up in a mostly white middle class town with a 15% Latino population. In some ways, I grew up in a town that is in the forefront of a national discussion about increasing multiculturalism and acceptance of Latino Americans. We have come to realize that not all illegal immigrants are criminals here to do us harm. Some are people who have been here many years, raised families and contributed to our society. During my childhood, I had friends that were Korean and Latino descent, and I am grateful to have experience with those diverse cultures. In this class and in a previous teaching class, I worked with and got to know students of different ethnicities. We learned in class about legislation that would provide English learners with more support while they are assimilating and learning English (Buenrostro,2017). This can only benefit everyone as we raise the level of proficiency for the newest students. We Americans may have different cultures and traditions, but we all have value that can add to our society. I hope to continue my ethnic studies to further my understanding of other cultures. With the power of knowledge, we can break down barriers and stereotypes.
In this literature review I will be discussing studies that are in favor, not in favor, and neutral on bilingual education.