Mother Tongue-Based Multilingual Education Case Study

Not only are the students and parents affected, but also the teachers. In order for teachers to be highly qualified, they must have a bachelor’s degree and must prove their knowledge in the core curriculum that they are teaching. They can prove their knowledge by passing the PRAXIS series tests. Teaching standards have risen due to the research conducted involving the relationship between the quality of teaching and low-income

Research shows that attributes of the classroom teacher significantly affect how well students learn. Recently it has become clear that the

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).

Multilingual programs have the potential to segregate and disadvantage children; yet, they also can be a valuable tool for educators to address student’s needs. Proposition 58 puts the power of choice in the hands of parents and educators, who best know the students affected. Therefore, after thorough analysis, I am a supporter of this

She maintains this will allow them to generate cognitive and linguistic progress that nurtures their transition to English (Stover, 2015). Therefore, according to Dr. Vonderlack-Navarro, the “English only” approach can be detrimental to learning English (Stover, 2015). Vonderlack-Navarro contends school board members need to endorse specific strategies and support multilingual classrooms in response to the question, “How does the school board make these literacy gains in a classroom with English language learners who speak different languages?” (Stover, 2015).

While completing CLDE 5160 I began to develop a deeper understanding of the history of bilingual education. For standard 5.a I have selected the completed case study as my artifact. The reason I selected my case study as the artifact for this standard was because we developed it over the course of the semester and now it shows my growth as an educator. I completed this artifact prior to starting my first year as a teacher of record on the school that I had been hired to teach at.

Quality in education is one of the most discussed issues around the globe among educational community. There is an emerging consensus that quality in education depends on the enabling inputs, educational processes, teachers’ abilities, and learners’ characteristics and the specific context.

Just like in any other profession or aspect of life, there are many myths that threaten education in public schools. Many people believe that teachers are the most important influence in a student’s academic achievement. In reality, educators have a very little influence in student achievement compared to other influences in the students’ lives that is out of the teachers control. It has been proposed that teachers don’t need to go to school to learn how to educate, they just need knowledge of the subject matter. This could be extremely destructive to student learning because they would not have the proper skills to instruct a classroom. Another common misconception is that instructors in

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

In any school, student learning is the ultimate goal and the focus of an effective learning community. In today’s society, the education system is called upon to teach all students at high levels. It has been established through significant research that teachers have a high impact on student learning, according to the RAND Corporation, “research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership.”

Teachers understand how students learn, grow and develop in different ways, such as cognitive, linguistic, social, emotional, and physical. The purpose is to develop a great way to deal with challenges in learning development.

The Acts have vastly improved bilingual education over the years. The current programs available to culturally and linguistically diverse (CLD) students are numerous and are found throughout the U.S. The fact that educating CLD students has historically been a hot button issue so much that it is part of the political arena. Bilingual education has become a controversial issue tied up with immigration policies, government funding, and political parties. Therefore, there have been great changes made overtime to how the program is administered, and what types of certifications the educators require. The State of Texas has issued a Texas Education Code that includes laws and codes passed by the state legislature. These include adaptations for special learning populations of English language learners. The state mandated these policies found in the Texas Administrative Code, Chapter 89 was enacted to ensure that every student in the state of Texas that is classified as culturally and linguistically diverse (CLD) will be a part of programs that provide native and second language instruction. Policies and laws such as these were not available to protect culturally and linguistically diverse student populations in the past. Krashen states, the “sink or swim” technique was not a successful teaching practice with immigrants and American Indians; this caused low academic achievement and increased dropout rates.” The more recent policies are based on studies that while students learn the

Quality teachers are important in our schools, kids are with a teacher for at least eight hours per day. The different styles and techniques

The education habits of students are rooted in them from the earliest days of their educational careers. The different influences on students, whether it be inside educational institutions, or outside is huge. The teacher of a classroom is the first and most pertinent influence in a student's educational career. Teachers provide students with the basic skills they would need to survive not only in the academic world, but also the world beyond. The relationship between teachers and their students is the key element in creating an educational atmosphere that is both pleasant and effective.

One of the changes in the basic curriculum of education brought about by the new K + 12 program is the introduction of Mother Tongue – based