Dual Language Research Paper

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

The goals for students in dual language education programs include high levels of bilingualism and biliteracy, academic achievement, and cross-cultural competence for all students (Lindholm-Leary, 2012). Dual language immersion programs integrate language and academic content instruction in English and a partner language to promote bilingualism and biliteracy.

In order to improve educational outcomes of ELL students, the school district Z needs a dual-language immersion method rather than a bilingual education. The top three policies I would propose to the local school board for dual-language immersion would be: academic/ cognitive enrichment, enhanced intercultural relations, and competence in two languages. The program provides the same academic content and addresses the equivalent standards as other educational programs. The dual-language immersion program will hopefully close the academic achievement gap between ELL students and their classmates.

Cultural Diversity has lead schools to promote dual language and bilingual programs for ELL students. However, raising bilingual children according to Marsha Rosenberg is not something that simply happens. Parents must carefully consider how they will raise their children in their new culture. Unfortunately, many parents often forget that neglecting their primary language in the process of raising their children will only hurt them in the long run. However, what they fail to understand is that our current society insists on developing diverse learners, who can speak two or more languages and are diverse (Gensee, n.d). Therefore, in order to raise bilingual students they parents must provide the children with rich experiences at home as well as in a variety of settings (Broekhuizen, n.d.). Furthermore, families need to maintain a close family unity and sense of belonging when dealing with the bilingual issue at home.

It is common in the United States to see DLL preschoolers who attend English dominant ECE programs tend to quickly show a preference towards English and tend to use their home language less and less (Espinosa, 2015, p. 46). Young language learners often experience first language loss, which is when DLLs become more proficient in the English language while their exposure to their native language takes a back seat. It is imperative that attention must be given to both English language development along-side the native language in order to facilitate the cognitive, social, and linguistic benefits of early bilingualism, while encouraging learning readiness goals (p. 46). Learning a second language during early childhood within the United States should not disable the development of the native

Taking dual language programs will help students have great advantages for employment opportunities. This programs allow students to travel to foreign countries for better work opportunities. As for traveling to foreign countries, students won't need the help of interpreters to communicate. According to the College Grad, students taking dual language programs in high school or throughout their education career, students have a higher opportunity of being their own

In San Antonio, a number of local school districts are working to convert and improve their bilingual education models into dual language programs in an effort to fully integrate ELs’ home languages into instruction.

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

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.

"Substantial evidence exists to support dual language (DL) education as a viable and enriching method of supporting high levels of academic achievement for both English language learners (ELLs) and English-speaking students.

Bilingual education is a program in which children are taught their native language as well as their dominant language in society. Such a program would be beneficial in society because it would teach students academic material in their native language. If the problem was also bicultural, it would teach children the culture revolving both linguistic groups.

This model truly views different languages as assets, as it helps speakers of two different languages acquire a new language. It also provides a framework for students to learn from each other, helping students see value in differing cultures and worldviews. Because a two-way dual immersion program is often not feasible due to funding and qualified teachers, I believe maintenance bilingual education is beneficial and more viable option. It allows English learners to improve both of their languages as they are supported academically. In short, two-way dual immersion is an ideal model of bilingual education, but maintenance BE is more practical, and it is still additive bilingualism for

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