Maintenance Bilingual Education for Heritage 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

Dual-language (DL) programs purpose is to create bilingual, and bicultural students without sacrificing these students’ accomplishments in school. The goals of (DL) programs are to offer quality instruction for language minority students and to provide instruction in a second language for English-speaking students. (Garcia, 2005) DL programs also target for biliteracy (the ability to read and write in two languages).

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 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

However, this issue would take far more than funding. The issue of bilingual education in our public school system is a much debated topic in this country, and especially in this state. The Education Topic over Bilingual Education in our School Systems Spanish-speaking populace has grown tremendously in these past decades, much of which have immigrated with Spanish as their only language. This has left the public school system with an interesting problem; how to successfully transition Spanish speaking students into an English environment. Public school systems have adopted an immersion program; where students learn English and other subjects in classrooms where only English is spoken (Parkay, 2013). Students are not necessarily aided, they are required to learn like their peers from the teacher and ask for direction when needed in English. This program might aid some fast learners, but students who do not adapt to English; which is a foreign language to them, are left to learn on their own. If the student does not get the

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 country built by immigrants who speak more than one language. Being bilingual has many benefits that vary from traveling with ease all through having a brain that can multitask faster. In the past decade many schools in California, as well as other states, have started a program called the “dual immersion” or something of that nature in which they have a class that is in another language, usually Spanish, and they teach the kids all the required material in that other language. The “Dual Immersion” program is something that should be instated into more schools, specifically in the bay area, because of the diversity seen here.

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

Two models of dual language that take a front and center in Bilingual education is subtractive and additive. Subtractive is strips the student of cultural capital which could benefit the student in their educational achievement. As opposed to the additive model in the dual language program which seeks to add English to the students already possessed language and maintaining their first language. This method has been known for having a faster academic achieving and cultural awareness. (Ray, 2009)

In a study by Martínez (2013) the attitudes of Mexican American students towards learning English as a second language in a structured immersion program was investigated. It also analyzed the extent to which these attitudes differed in relation to the variables of gender and performance in English.

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

Since the 1960s, two-way immersion (TWI) education programs have existed in the United States and have recently seen a surge in growth in the last two decades. Consistent research results have caused many educators, administrators and parents to recognize the benefits associated for all students involved in these programs, which has encouraged the expansion and implementation of these types of programs across the US. In addition to the need to educate the vast growing minority language demographic in the US, bilingual education leads to academic achievement for all involved (Lindhold-Leary 2004). If the research clearly shows that TWI programs not only help the language-minority groups but also the language-majority groups to achieve at or above-average grade level academic success in two languages, then why aren’t all parents urging their school administrators to implement programs in their kids schools? Although the number of TWI schools has grown significantly since the first one opened in Coral Gables, FL in 1963, the lack of common knowledge of the existence and success of these programs is one of the main factors to blame for the slow evolution of our schools into TWI based schools.

With the powerful influence of globalization transforming every aspect of our world humans must adapt to the new cultural environment being created. One major change is that of language evolution. English is the third most spoken language worldwide after Chinese and Spanish, but it is the most popular second language overall (Haviland, Prins, Walrath, & McBride, 2014). The English language is taking over, so what, you may ask, is the point of putting in the energy to learn a second language? Why should you enrol your child in a language immersion school program? Well, as an English Canadian, learning a second language through an immersion program comes with a collection of cognitive benefits that can influence a variety of things, including mental health, academic performance, and employability, not to mentions that it plays a vital part in preserving the many cultures in our country, all while promoting acceptance diversity.