Diversity And Bilingual In Elementary School

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.

A common joke says “What do you call someone who speaks two languages?” in which the person being asked the question would usually respond with “bilingual.” It goes on to ask about those who speak three or four languages, but then there is a kicker. “What does one call someone who only speaks one language?” to which the punch line is “an American.” According to the 2006 General Social Survey, only 25 percent of American adults are fluent in a foreign language, while only 7 percent cite the source of this education to formal schooling (Devlin 1). Large amounts of evidence point to the benefits of being multilingual. Although the United States has a few laws that help immigrants assimilate through dual language programs, there is little to be

Bilingual Education where Supporters feel that students miss a great deal by not being taught in their family’s language. That children that retain their family’s language will retain a sense of individuality. Their ethnic heritage & cultural ties. Helping Students acquire the skills of a classroom crucial for public success. Rodriguez also discusses the use of teaching and using a single language.

People of all ages constantly learn how to speak multiple languages. Children are taught to become bilingual, which increases their knowledge. A young boy named Richard Rodriguez grew up in San Francisco, California with a household of Spanish speaking family members. Rodriguez barely knew English when he entered his early years of Elementary school. Through the course of his education Rodriguez took note of how different he was from his family, and slowly began to lose his heritage. Rodriguez’s family embarrassed him since he was categorized as a Scholarship boy, which means a good student yet also a troubled son whose moderately endowed (Rodriguez 19).

As a current 5th grade teacher through Teach for America and Masters’ candidate at the Relay Graduate School of Education, I believe I would be an excellent fit for the English Teaching Assistantship in Brazil. Raised myself in a bilingual household, my experience teaching English as a Second Language students in Passaic, New Jersey has strengthened my language skills. Teaching in a bilingual classroom (English and Spanish), I teach a range of students: some only speak their native language while other students are quickly approaching proficiency in English. This has helped me switch between English and Spanish seamlessly—and guide others to do the same, a skill I would like to bring to learners in Brazil. Further, I am now capable of helping others think metacognitively about the process. In addition to being fluent in English and Spanish, I have taken on Portuguese to be my third language. Although I have conversational skills now, I am hoping to reach the intermediate level in the next year and greatly boost these skills through interactions in Brazil. As well as the language skills I’ve gained, I have learned to create engaging lessons and units that scaffold information to help increase understanding. I have also learned to create my own handouts, worksheets, and charts to assure student learning. As a teaching assistant, these fundamental skills will assure I can focus on teaching and learning from my students, instead of the basics of teaching. I am also excited to

Asylees are foreigners that have been admitted to the United States and are unable or unwilling to return to their home country due to persecution or fear of persecution. They need protection from persecution based on their race, religion, membership in a social group, political opinion, or national origin. They are capable of applying when they are in the United States or at a point of entry.

UT Dallas campus is ranked amongst the highest in ethnic diversity but there is still a significant gap in terms of African American representation (5%). As a African American women, I believe I can contribute to the school's diversity due to, not only my ethnicity but my unique perspective, education experience, and community involvement. I grew up in neighborhoods and attended public schools that were minority dominated up until high school, where I transitioned into a primarily White and Asian magnet program. The transition was arduous both academically and socially, trying to balance the large workload /AP courses while learning to adapt to the cultural differences. To better adapt, my peers and I formed the Supporting Minority Students

Historically, the United States began as a nation that valued language diversity due to the fact that in the 1789 Constitution, no official language was designated. As the years progressed, English became the popular language and was a way to keep power in the dominant English speaking white population, while keeping power away from the non-English speaking minority groups. However, now that times are changing and the Spanish population is rising, Spanish and being bilingual are becoming more valued.

From this week’s readings and class lecture, I learned more about the way the system is set for Bilingual students. It’s sad to think that we live in a country where in 2018, we still face segregation in the school system, even at the University level. I learned a lot from Dolores Delgado n on her chapter titled “Chicana/o Education from The Civil Rights Era to The Present”, it’s incredible to know what past generations had to go through for us Latinx students who are in higher education to have the rights we have as we speak now. A lot has been done, but sadly we still face a lot of racism at an institutional level, for example a lot us get placed on lower level for English classes. A great example I can think of is here at Sonoma State, most

I procrastinated writing this, because it was taking forever and a day to pick a significant experience in which the lightbulb flicked on that made me truly realize how important linguistic and cultural diversity is. Even after all of this time, I cannot pick one and that lightbulb is still in the process of turning on.

In my school classrooms growing up, the demographics were not very diverse. We had around 98% White children and 2% Black/African American children. All of the children at my school spoke English and very few spoke a different language at home. The demographics of my field site are very different. In my field site, there are children that speak English as a second language. Some of the languages these students speak are, Mondrian Chinese, Russian and Hindi. There are also different ethnic and/or cultural backgrounds including Asian, India and Eastern European . Potential advantages that my children have at my site are that they are in an environment where a diverse set of children are. By having these children in the classroom, the other

Colin Baker and John D. Skrentny refer to "language as a right". When we talk about language, we talk about culture, we talk about identity. How can I link Bilingual Education with this idea of identity? Well, Baker already mentions this narrow relationship between language and culture. By defining "language as a right," Baker and Skrentny associate politics and culture. How does it be possible? I will study the public manifestations of Hispanics, what they argue to defend Bilingual Education. I will also contrast the Hispanics' opinions concerning Proposition 227. My point will be to demonstrate that claiming the right to have their own language taught at school can stand for an unconscious right to keep their culture.

Bilingual education is an academic approach followed by some instructors, which is using the native language for new English learners for instructions. Within the international context, bilingual education has become a necessity due to the high number of immigration, colonialism and the great number of local languages (Yushau & Bokhari, 2005). This approach in instruction has reflected back positively or negatively in many dimensions such as social, psychological, and pedagogical. However, bilingual instruction is an effective way of teaching English as a second language, in case of well implementation it can be seen as an educational advantage. This literature covers a wide variety of opinions that revolves around a topic that researchers find it controversial, this review will highlight the major question and findings which emerge in

For this investigative assignment, I interviewed three of my closest friends about their perspectives on bilingual education in the United States. One of my friends, who I will call “A,” said that bilingual education is important for students because it helps them broaden their perspectives on the world. Students are exposed to learn different cultures and respect them, promoting multiculturalism in our country. “A” said that if students were only exposed to English-only classroom setting, they would most likely be ignorant of other cultures. She also told me about her experience when she was in an ESL program during her middle school year. She described the program as useless because she and her classmates learned broken English from each other. She somehow managed to get out of the program and put herself into the mainstream English class. My other friend, who I will call “B,” stated that bilingual education is helpful in developing a wider cultural perspective and cultivating a person suitable for the globalized world. As a foreign-born American and working as an international student coordinator, she emphasizes the importance of acknowledging and respecting different cultures. She believes that bilingual education can help students to achieve better knowledge on growing multiculturalism in our country. My last interviewee, who I will call “C,” also believes that bilingual education is important to cultivate young minds by helping them to respect not only their own but

As a culturally responsive teacher, one must “accept all students as they are” (Glickman et al., 2014, p. 374) and take the responsibility to help students learn. Howard recommends, as noted in Glickman et al., (2014) building relationships that convey genuine feelings for student’s success. A caring teacher accepts all students just as they are and, encourages them to learn and to be fruitful. A culturally sensitive teacher that incorporates all students’ backgrounds and linguistic diversity propagates a multicultural classroom (Glickman et al., 2014, p.374). In such a classroom, bilingual students feel included and perceive that the community will benefit from their input; therefore, they participate actively in daily activities.