Enrichment Bilingual Programs

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.

I taught for 25 years at an inner city school. My students were all second language learners, and often their parents were totally illiterate. I entered this career not as a teacher, but as a social worker turned teacher. The Los Angeles Unified School District was in dire need of bilingual educators, so they offered a district intern program where I took college courses while I worked in the classroom.

The primary goal of any school district’s English Language Learner policy should be to ensure that all students receive equitable access to the curriculum. The Office of Civil Rights memorandum (May 25, 1970) requires school districts to take affirmative steps to provide equal access to instructional program for students with limited English proficiency. The Illinois Constitution guarantees every child from kindergarten through grade 12, access to a free public education; which means, regardless of a child’s home language, he/she deserves a free and appropriate education (Illinois State Board of Education, 1998).

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.

I stare mesmerized at the Fourth of July fireworks exploding colorfully overhead and struggle to form an intelligible sound. Gurgling and sputtering, I finally spit out the French word “violet” as if by magic. My first word.

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

The video “My Bilingual Education” was about a female adult, who is bilingual, giving information about how she was impacted and what she went through when it came to reading and writing.

In the 1960s, Mexican Americans began organizing to address a broad range of issue of bilingual education. In New York, Puerto Ricans began to demand that schools offer Spanish-speaking children classes taught in their own language as well as programs on their culture. Latinos were demanding the right for school to teach students in their language because they feared abandoning Spanish would weaken their extinct culture. Additionally, women were excluded from education because it was believed that if women were well educated it would ruin their marriage prospects and be harmful to their mind. In this saying, Latinos were allowed to have education but it was the belive that a woman must stay home. Women with little education often believed that

There are so many diverse student groups in the United States. Two that are really of interest to me are English language learners (ELL), and students in foster care. Though they have many similarities, they are also vastly different.

Immigrants and language minority students like English learners are among the fastest growing populations in U.S. public schools. The Urban Institute finds that the share of children enrolled

To begin with, dual-language programs are beneficial because students enrolled in this curriculum excel in the school setting. In particular, dual-language scholars outperform monolinguals in one’s native language. Bilinguals begin to surpass students in English-only programs beginning in the fifth grade (Gándara 2). By high school, dual-language students ultimately dominate monolinguals in reclassification to English-proficiency and English language art scores (Gándara 2). This study reveals that not only are dual language learners perform extremely well on standardized tests, they are rising above those who only have knowledge of their own native language. Another study conducted by Michigan State University in 2013 supports this claim, as

A critical first step in engaging diverse families is to focus on building relationships of mutual trust, confidence, and respect. Letting families know that they are welcome in the school building. greeting them when they arrive, and posting signs in their native language are just a few ways to communicate to parents that they are valued members of the school community. Hiring administrative staff who speak the same language as families is another way to not only welcome bilingual families, but to provide them with someone who can act as an interpreter. Providing a Family Resource Center, as will be discussed in the following section, is another way to demonstrate that families are welcome at school. Parents and other family members are also

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

Education in the United States is important because every student has the right to an education. However, many students are not capable of fulfilling the school standards and meeting the requirements because English is not their first language, which is causing them to work twice as hard compared to students whose first language is English. Schools throughout the United States have been increasing in students that are from different ethnic backgrounds. From all of the ethnic groups in the United States, the Hispanic community is growing the fastest and more Hispanic students are being seen at schools. According to Pereira and Gentry (2013), “the increase in the Hispanic population in U.S. schools is a phenomenon that