National Association For Bilingual Education Case Study

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.

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

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 Bureau of Exceptional Education and Student Services (bureau) received a state complaint from Ms. Kim Satterfield on September 15, 2016, alleging that the Florida School for the Deaf and Blind (FSDB) violated federal and state laws relating to the education of students with disabilities. Specifically, the allegation is whether the FSDB implemented a policy that would not adhere to the student’s individual educational plan (IEP) and not support the student’s preferred language and means of communication.

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.

“They are your kids, not mine!” The typical excuse content area teachers will say to the ESOL teachers when any issue arises regarding the education of the emerging bilingual students. The truth is that everyone in the school building, including content area teachers, office personnel, and administrators, should be involved in educating the emerging bilingual students, not only the ESOL teacher. Content area teachers need to be aware that if the students are not proficient in the new language, they will have challenges in all the content classes. Even in the Common Core Standards, the expectation is for teachers to develop not only their content area, but at the same time improve the academic language. One reason is that since the Common

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

to Baker (1997), this legislation was designed to assist Spanish-speaking students who were failing in school. Senator Yarborough explained that the bill was needed because of the failure of the school system to educate Spanish-speaking students that was reflected in comparative dropout rates (Lyons, 1990). The Hispanic dropout rate was close to 75 percent in certain areas (Ovando et al., 2006). In 1968, President Lyndon B. Johnson signed the Bilingual Education Act into law, which indicated the first commitment made by the U.S. government to address the special needs that ELLs bring to public schools (Crawford, 1989). According to Wiese & Garcia (2001), the BEA of 1968 represented the main federal legislative endeavor to provide ELLs with equal educational opportunities.

To elaborate on how much Bilingual education would cost the U.S., Mujica adds, “Canada’s dual-language requirement costs approximately $260 million each year. Canada has one-tenth the population of the United States and spent that amount accommodating only two languages. A similar language policy would cost the United States much more than $4 billion annually, as we have greater population and many more languages to accommodate” (584). If working Americans are not willing to support immigrant welfare, there is no doubt that they would support bilingual education.

“The Fight for Bilingual Education in Houston: An Insider’s Perspective,” The Houston Review. Vol. 9, Number 1 (Fall 2011): 48-51

It is important in the United States to have a competitive workforce, and a great way to do that is to have a society of learners that can communicate with people of other cultures and ethnic backgrounds. Although there are efforts for teaching school children other languages, most programs are primitive at best, left to be forgotten before the skills reach the point of relevancy. Dual language programs should be established in the US wherever feasible to give parents, at the very least, the choice to expand the minds of their children. Recent years have seen the inclusion of voluntary language immersion programs in places such as Athens, Georgia, in which students are taught from Kindergarten in two languages. These are steps in the right

In this literature review I will be discussing studies that are in favor, not in favor, and neutral on bilingual education.

The purpose of this paper is to analyze the External and Internal environmental factors of Mayo Clinic (MC). Mayo Clinic is a nonprofit worldwide leader in medical care, research and education for people from all walks of life (Mayo Clinic, 2011). Various types of external and internal factors affect the smooth flow of business at Mayo Clinic. External environment analysis is important in determining the strategy that should be adopted by a business and internal environment analysis is critical to identify the core competences of the business.

For this investigative assignment, I interviewed three of my closest friends about their perspectives on bilingual education in the United States. One of my friends, who I will call “A,” said that bilingual education is important for students because it helps them broaden their perspectives on the world. Students are exposed to learn different cultures and respect them, promoting multiculturalism in our country. “A” said that if students were only exposed to English-only classroom setting, they would most likely be ignorant of other cultures. She also told me about her experience when she was in an ESL program during her middle school year. She described the program as useless because she and her classmates learned broken English from each other. She somehow managed to get out of the program and put herself into the mainstream English class. My other friend, who I will call “B,” stated that bilingual education is helpful in developing a wider cultural perspective and cultivating a person suitable for the globalized world. As a foreign-born American and working as an international student coordinator, she emphasizes the importance of acknowledging and respecting different cultures. She believes that bilingual education can help students to achieve better knowledge on growing multiculturalism in our country. My last interviewee, who I will call “C,” also believes that bilingual education is important to cultivate young minds by helping them to respect not only their own but