Dual Language Learners

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

To learn a second languages is very important because people have better opportunities in life. For children from ages five and under it is the best time to learn as many languages. Angele Sancho Passe, the author of “Dual-Language Learners (Birth to Grade 3)”, talks about techniques for teaching English in a multilingual classroom and how reading in english to dual-language learners helps teach them oral language skills. Patton O. Tabors, the author of “One Child, Two Languages”, talks about writing case studies of children displaying different second language abilities. In the article, “Ways to Introduce Your Kids to Foreign Languages” by Grace Hwang Lynch, believes two-way bilingual immersion is a helpful way to introduce foreign languages

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.

The amount of young children who are acquiring English as a second or even third language in the early care and education (ECE) setting as well as K-12 public classrooms have amplified across the United States in recent years (Espinosa, 2015, p. 40). These young children that are acquiring two or more languages concurrently, or learning a second language along with refining their native language are considered dual language learners (DLLs) (Espinosa, 2015, p. 40). The number of DLLs has multiplied tremendously and now accounts for 25% of all children living in the United States (p. 40). The Office of Head Start (2011) state that fifty-nine percent of the children enrolled in the Head Start Programs were from racial or ethnic minority families, 37% were Hispanic/Latino and more than 30% were dual language learners (as cited in Espinosa, 2015, p. 40). Unfortunately, starting from the preschool stage and throughout high school, the educational achievements of DLLs tend to

It is no secret that the debate over what is the best course of action to educate our non-native English language students across the country is a highly charged topic that runs from the classroom to Capitol Hill. There have been many shifts in direction and focus of educational programs for English Language Learning (ELL) students during the past century in our nation's history. In 1968, with the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) legislation was

The United States is a diverse country of many cultures and languages. As diverse as the U.S. is, it is also the land were all dreams become a reality where everything is possible. That is why in recent years, bilingual education or dual-language education, has become a topic of interest and debate among the public. Some may think that bilingual education is waste of time, effort and money. However, these critics do not see the true benefits of a bilingual education. We need to focus on the positive aspects of a bilingual education and how it has benefited not only immigrant students but also American students among other matters.

This model supports the use of both the native language and the new language within the daily teaching curriculum (Ray, 2008). The No Child Left Behind Act threatens the Dual Language method and negatively impacts bilingual education because of the high degree of emphasis that is placed on standardized testing. The weight of standardized testing that is felt from the state all the way down to the classroom level has forced curriculum to focus on the passing of these tests. Because bilingual students must take the standardized test in English, this has caused a shift in the landscape of bilingual education. Teachers of bilingual students are abandoning the DL method in favor of a more English only environment as a means to help students pass standardized tests (Ray, 2008). This negates the purpose of bilingual education and decreases the benefits that these students receive while learning in a dual language

When examining the District handbook, it is clear that West Chicago highly values student achievement and seeks to create lifelong learners. The handbook is reviewed every year and the district values and asks for the input of students and parents in order to increase investment. Throughout its history “Providing a foundation for excellence in learning” has been the district’s vision. This, coupled with its mission statement: “To impart the knowledge and skills that will empower all students to pursue their maximum potential to confidently contribute to and benefit from our society locally and globally,” inform their policies and attitude towards all students, especially English Language Learners. In a Frequently Asked Questions portion, the District answers the question of whether students will fall behind due to learning an extra language by explaining that dual language is a form of enriched education and that learning two languages has many cognitive benefits as evidenced by research that has shown how students who participate in Dual Language programs outperform their peers on standardized tests.

Bilingualism and home language can be encouraged by the educator to ensure that the student learns successfully. As an ELL student it can be a challenge to learn a new language, this is why educators should allow students to use their first language to promote a meaningful connection with the second language that is being learned. At home it is quite evident that ELL students communicate using their primary language, therefore at school it is a complete turnaround. Educators, at this point can promote literacy skills in which the native language is used, but then transferred into skills that are valuable to learn English. The home language use in effect influences English learning in maintenance of cognitive aspects in bilingualism by the ELL students (Academic Writing Tips, 2011). For example, encouraging collaboration and peer groups of students of the same academic level, but of various cultures, will promote the student to use their language sparingly, but also become familiar with the second language. ELL students have to have the confidence and courage to learn a second language and develop the literacy skills that are involved in learning, this is when parental and community resources should be available to incorporate English acquisition skills.

Our bilingual students and teachers are facing the same and more complication than a regular classroom. “English language learners, like all the students throughout the United States, are expected to excel on a single-measure high-stakes test” (D. Palmer, A.W. Lynch, June 2008). Not all the students master or gain their second language as the same way like everyone else, some student show difficulties in different areas but the most common one is the writing and reading because they have language gaps that they will being filling over time. “English Language Learners face a particular challenge: to perform in a language that they by definition do not master. Students who are limited in English are unlikely to be able to demonstrate their content knowledge on a test written in English” (Abedi 2004). I am a ELL student, when I was in 11th grade I felt the same pressure that most of the student felt to pass the TASK test to be available to continue with my education and graduated. It was difficult for me to pass the test because the gaps of the language and the vocabulary, I remember seen words that I didn’t recognize. When I took test, I did know that there where accommodation that could be set up for me because I was ELL student, instead I took the test without any accommodations. During that time, I had a lot of pressure from my teachers to

What is Dual language? Dual language is a form of bilingual education that teaches students, as young as pre-k programs, literacy and content in their native speaking language. These programs typically start in kindergarten and continue for the next few years, many are now continuing into middle school

The continued growth of speakers of languages other than English is reflected in the rapidly increasing students in U.S. schools for whom English is a second language. Data from the National Center for Education Statistics (2005) show that the number of school-age children who spoke a language other than English reached almost 10 million in 2004. Such a dramatic increase continually challenges educators to provide effective language programs with quality instruction for students who are culturally and linguistically diverse. Some educators choose to view these challenges as opportunities by offering a dual bilingual program as an educational option for meeting the needs of monolingual speakers.

Language is the problem that has existed in the past and continues to exist in the present. There are many students that speak only one language at home, for example, some students their parents speak only Spanish. These students faced when they learn English a second language at school. Dual-Language is very successful for students that speak one language. This program is great option to learn both language English and Spanish at the same time. Dual-Language consist in 50 percent is imparted in English and other 50 percent is imparted in Spanish.

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

It has been shown that learning a second language from primary school has cognitive and academic benefits. When a child becomes bilingual it helps to develop stronger communication skills in their native language and learn additional new languages at a faster rate. Majority language students who learn score significantly higher on the IOWA, SAT and ACT tests than minority language students. Being a bilingual child enhance ability to adapt to changing situations and engage in high level cognitive thinking. When bilingual child grow they are more employable and they get more carrier opportunities than monolingual person. So there is reason enough to learn second language and to keep learning them as we are able. The bilingualism advantages may not appear in the child’s primary age. But bilingualism’s real benefits could be far more important. A good bilingual primary program is a great way to support the development of children in their native language and also a good start to them toward a future of fully bilingual professional