Mexican Bilingual Education

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).

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.

To examine and evaluate my research question, I ended up deciding upon using three different clinics as my field sites: the Berkeley Free Clinic, the Suitcase General Clinic, and the Suitcase Youth/LGBTQ+ Clinic primarily due to their geographical proximity and because they were excellent examples of organizations which, despite their similarity in terms of services offered, have vastly different organizational structures and work cultures. The setting of my first field site, or the Berkeley Free Clinic, was a largely run-down basement area under a church. The very entrance to the clinic was relatively ominous, dirty, and had a series of doors monitored by dusty, degenerating security cameras that one had to pass through before they could gain

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.

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.

Texas and California are two of the biggest states in America. They also comprise two of the most diverse populations in the country as well. According to Robert E. Slavin, bilingual education “refers to programs for students who are acquiring English that teach the students in their first language part of the time while English is being learned” (2012). Bilingual education can also range from education that uses almost English for instruction to instruction that teaches partly in the student’s native language and partly in English. There are many theories as to which method is most effective and which should be used in schools. With so many diverse students becoming a part of schools, one can almost never apply one perfect instructional strategy

English is the language of opportunity in the United States and Texas. To ensure a bright future for all Texans, teaching English effectively and as quickly as possible to those who do not speak it must be of paramount importance to educators and policymakers.

​The United States is a nation filled with a multitude of different cultures which come alongside with a variety of languages. These languages are what help society to communicate with one another and to expand their horizon of thinking. As the United States progresses so does the culture. The culture of the United States is no longer what it once was. A nation of a predominately Caucasian race, who only speaks one language, is now a thing of the past. The National Clearinghouse for English Language Acquisition (English Language Learners) states that from the 1997-1998 school year to the 2008-2009 school year, the number of English Language Learners in public schools increased from 3.5 million to 5.3 million which comes to be a 51 percent increase. They also reported that the overall student population grew to a 7.2 percent increase during this time. A huge generation of a multicultural society is rapidly growing and it is our responsibility as a nation to educate this new generation to its fullest potential. We as a nation can wither choose to ignore the reality of this new generation by forcing one language on students classified as English Language Learners, or we can choose to cultivate the knowledge of language so that this new generation may prosper in more ways than one. We do not want to become a society that promotes, as R.A. Berman summarizes in his statement from his article The Real

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.

According to Ethnologue (Grimes, 1996) cited in Purwo, K. (2000), there are 6703 languages in the world. The distribution of those languages is in sequence Asia 2,165 or 32%, Africa 2,011 or 30%, the pacific 1,302 19%, The Americas 1,000 or 15% and Europe 225 or 3% . Asia becomes the continent with the most living languages in the world. Those languages are distributed in each country, and particularly, Indonesia is the second most living languages in the world, after Papua Nugini. Indonesia according to Grimes (1992) cited in Purwo, k. (2000) is reported to have 706 languages while Papua newgunie has 867 languages. Mostly, the 700s languages in Indonesia is in the eastern Indonesia in which Silzer and Heikkinen (1991) in Purwo, K. (2000) reports that 240 of the languages are in Irian Jaya.

A life of an individual can be impacted by moving from the united states to Mexico. Most of the time we hear people moving from Mexico to the United States, but a few times we hear about the opposite. The situation of moving from one country to another can change your life and have negative impacts. The education of an individual changes, they also must change their language as well as their habits and economy even the medical treatment changes, therefore moving from the united states to Mexico has an impact on an individual life.

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

I agree completetly wth you that the laws against bilingual education in the Arizona are not adequate undermining the freedom of equity education. It is sad that eventhough in Arizona there are many immigrants from different in countries living here their native language is being put aside. The fear of replacing English as the only official language in Arizona is so huge that politicians and priviligie people has establish this language laws that at the end of the day affect students learning negatively.

The philosophies how to teach deaf children in public schools have slowly made some transitions from the oral method to total communication to ASL by using the bilingual bicultural education. The bilingual bicultural education programs are using the deaf child’s native language and apply that native language to teach English. There are several bilingual bicultural education programs in the United States (De Vera & Dharer, N.D.) Bilingual bicultural education programs for the deaf are designed based on a special curriculum which includes the use of ASL as L1 and English as L2. One of the ASL/English bilingual strategies are codeswitching which is the most common strategy in the classroom during instruction (Nover et al, 1998). Codeswitching

A study on bilingualism and income found some negative correlation between speaking an indigenous language and income. On average, male monolingual Spanish speakers earn 23% more than bilinguals and monolingual speakers of indigenous languages, with no significant difference between the income levels of the last two groups (Chiswick, Patrinos, and Hurst 350). Effects were more pronounced in their female counterparts: monolingual female Spanish speakers earned about 28% more than bilinguals who, in turn, earned 25% more than monolingual indigenous language speakers (Chiswick, Patrinos, and Hurst 350). However, there is no indication that learning an indigenous language was the cause for this disparity. In fact, class was a much better predictor of income and success than language of education (Chiswick, Patrinos, and Hurst 364). Still, indigenous parents often believe that formally learning an indigenous language will not give their children a competitive edge in the modern economy (Chiswick, Patrinos, and Hurst 364). Specifically, they point to the fact that, when given the chance to send their children to bilingual institutions, the majority of non-indigenous people—including many bilingual teachers and activists for indigenous language education—send their children to schools that teach English or French (Garcia, “Politics” 79). Yet, these arguments made by indigenous parents are often discredited by activists, who attribute the reluctance to participate in bilingual programs to the fact that the parents themselves are uneducated and do not know what is best for themselves, their children, and their communities (Garcia, “Politics”