Realist Ethnography

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

Produce procurement, a long-studied topic in cultural anthropology, defines the everyday interactions relating to values and norms as well as power through a simple outlet: food. For this ethnographic observation: produce procurement, I decided to observe one of the bigger grocery store chains, Jewel. It was here, where I observed different views and concepts relating to food venues, specifically grocery stores, that are important to both producer and consumer in aesthetic, type of produce, demographic, and communication.

For the Purpose of this study EAL will be used to describe any child with English as an Additional Language. Information from the January 2012 schools census found that over one million children in the United Kingdom now speak another language in addition to English. It also found that there are over three hundred and sixty languages spoken in primary schools. These children can range from beginner speakers of English, such as refugees or asylum seekers, to those who are advanced speakers of English who have grown up at home with both English and another language being spoken (Webster, 2011)

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.

Speaking two or more languages is like a country having an atomic bomb during a war. The first situation is advantageous to a person and the second situation is advantageous to a country. “Aria: A Memoir of a Bilingual Childhood” is a memoir of Richard Rodriguez’s bilingual childhood and it was originally published in Hunger of Memory in 1981. In Rodriguez’s memoir, he discusses why he disagrees with bilingual education. His audience is bilingual or anyone that has an opinion towards bilingual education. The purpose in Rodriguez’s memoir is to inform people of the effects of bilingual education and persuade bilingual educators why bilingual education shouldn’t exist.

The study found that bilingual students (in the bilingual school) spent 47% of class time speaking Spanish, the traditional schooling group only spent 25% of class time speaking Spanish, always to other Mexican American students. When looking at the students outside of the classroom bilingual schooled students 63% of their time speaking Spanish to their Mexican American peers. Traditionally schooled children spent 64% of their time speaking English to their Mexican American peers. Prior to the beginning of the study both groups of children reported themselves as speaking Spanish more than English, however according to parental reports Traditional schooled students were reported to use more English than Spanish at the end of the first grade while the Bilingual students were reported to be using more Spanish than English by the end of the first grade. The results of the study found that the language spoken by the parents does not have considerable statistical influence on which language the child uses more, or even whether or the child is in a bilingual or is traditionally schooled. Perhaps most surprising is the finding that traditionally schooled children still result in speaking more English than Spanish with their Mexican-American peers when compared to their counterparts in the bilingual programs. Perhaps because

​Richard Rodriquez reflects his childhood memories and raises his opinion on bilingual education in his essay, ‘Aria: A Memoir of a Bilingual

“Aria,” by Richard Rodriguez took his life as an example of on how the bilingual system takes effect on people just like him. He puts his life as an example to show that if the bilingual system actually works, by walking us through his life experiences growing up from an immigrant, family not knowing English, but later developing the language and noticing that he gained something valuable, he also lost something important in return. Rodriguez believes that the bilingual educational system takes “a degree of individuality” from children,(19) also explaining why his tone changes towards the end of the article. The way Rodriguez used his personal life as a personal credibility for the bilingual education, although he does not provide logical appeals which show facts that the majority think what he believes, he uses his personal life as piece of research.

In the essay “Aria: Memoir of a Bilingual Child”, author Richard Rodriguez emphasizes the negativity of having bilingual classes implemented into schools, by using ethos to increase his credibility on the subject, repetition to exemplify the intimacy of the Spanish language, and nostalgia to explain the difference between a hospitable and public language.

This essay will demonstrate the research that is implemented on children with bilingual ability; discussing three main issues in bilingualism which is: the maintaining children’s first language, social and cognitive benefits, also why bilingualism should be in cooperated into school programming/curriculum.

Bilingualism and home language can be encouraged by the educator to ensure that the student learns successfully. As an ELL student it can be a challenge to learn a new language, this is why educators should allow students to use their first language to promote a meaningful connection with the second language that is being learned. At home it is quite evident that ELL students communicate using their primary language, therefore at school it is a complete turnaround. Educators, at this point can promote literacy skills in which the native language is used, but then transferred into skills that are valuable to learn English. The home language use in effect influences English learning in maintenance of cognitive aspects in bilingualism by the ELL students (Academic Writing Tips, 2011). For example, encouraging collaboration and peer groups of students of the same academic level, but of various cultures, will promote the student to use their language sparingly, but also become familiar with the second language. ELL students have to have the confidence and courage to learn a second language and develop the literacy skills that are involved in learning, this is when parental and community resources should be available to incorporate English acquisition skills.

This situation also supports the statement of Lyon(1996) that children become bilingual across the world in many communities and this can play a major part in the families into which they are born, and in their later lives at school. Bilingualism occurs within complex, multi-layered context, but from the child’s point of view the family is where it all begins.

The first research question that serves, as a focus for this study, is whether the older bilingual children can achieve higher relative interlocutor sensitivity and reach a discourse separation, which is closer to the pattern of their bilingual community? The second research question is whether

Why should people nowadays see languages as a big prize? A person speaks more languages have more opportunities are skewed to him because he benefits the profit comparing to a person who speaks only one standard language. It is time for globalization and its effects on children for speaking other languages as a must. In two articles “Aria: A Memoir of a Bilingual Childhood” by Richard Rodriguez and “Whose Voice Is It Anyway?” by Victor Villanueva, the two authors both expressed their opinions on native language and how the assimilation impacts a child. However, Rodriguez believed that the assimilation was beneficial for him as he had grown up in the English-speaking world and he disliked bilingual education which created many controversy.

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided