Report: Guillermo Bilingual Childhood Education

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.

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.

Approximately 37 million people speak both English and Spanish in the United States and have experienced a feeling of discrimination or rejection. Richard Rodriguez’s memoir called “Aria: A Memoir Of A Bilingual Childhood” demonstrates this with a personal experience. This memoir was taken from the book “Hunger Of Memory” which was originally published in “1982”. The events in this memoir occur specifically in the 1900s, when the author was a young boy, entering an American school for the first time. One of the main issues displayed in his memoir is when Rodriguez recalls being labeled as a “problem student” being a Hispanic-American student in an all-white school. Another issue displayed in this memoir is the difficulties he had had to learn English meantime he felt more comfortable with Spanish. Being discriminated and not being able to adapt to two different languages is a struggle more than half of the world deals with. This is truly a serious issue because this could potentially be the origin of socially feeling uncomfortable. The purpose of this memoir was to tell the reader that individuality can come from both one's private and public communities, but that does not mean that one loses himself. The audience attracted to this memoir are foreigners in America. This memoir is directed to immigrants and other foreign people who have experienced the same difficulty of learning a new public language in America.

This quarter I am continuing my observations with Heather Cyrus from Barbour Dual-Language Immersion Academy. She is a unique second grade teacher for Spanish and English speaking students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead of her peers in evolving the classroom for successful, 21st century education.

Richard Rodriguez, son of Mexican immigrants, was born and raised in California. As a result, he was exposed to several languages during his childhood. Rodriguez grew up listening to Spanish at home, but English was a strange and foreign language for him. In his essay “A Memoir of a Bilingual Child,” Rodriguez compares his native Spanish to the English that surrounds him. Through characterization and the tone, Rodriguez gives the reader a better understanding of the similarities and differences he finds in the two languages present in his life.

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.

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

The video “My Bilingual Education” was about a female adult, who is bilingual, giving information about how she was impacted and what she went through when it came to reading and writing.

In the 1960s, Mexican Americans began organizing to address a broad range of issue of bilingual education. In New York, Puerto Ricans began to demand that schools offer Spanish-speaking children classes taught in their own language as well as programs on their culture. Latinos were demanding the right for school to teach students in their language because they feared abandoning Spanish would weaken their extinct culture. Additionally, women were excluded from education because it was believed that if women were well educated it would ruin their marriage prospects and be harmful to their mind. In this saying, Latinos were allowed to have education but it was the belive that a woman must stay home. Women with little education often believed that

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.

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.

According to the US Census, 75 percent of today's immigrants learn to speak English during the first ten years after arriving. As now, not all immigrant students first made good work, but often suffered because their schools were few resources and attention given to their problems with the language was minimal. The study by Thomas and Collier, a comprehensive analysis of 700,000 minority students from 1982-1996, concluded that "only the enrichment bilingual programs long-term quality ... will give them minority students cognitive development and academic ... they need to succeed in English, and to sustain their successes as they reach high school grades. " A more recent study in Arizona in 2000 found that for three consecutive years, students

7.28 Billion people live in the world. An average of 30 Million people don't have an education. You begin to wonder, is this our system failing or is it us ? Many people don't even get the opportunity to attend school nevertheless get to finish it. According to the recent launch of First Lady, Michelle Obama ‘Let Girls Learn’ program, she uncovered the various reasons on why many students don't get an education; In this case it was based more upon girls but the same idea is with the boys. Mrs.Obama and her team exposed that most students get discriminated on going to school off the child like factors such as their gender, race, financial status and their religion. Education is a powerful tool and an asset in today’s fast moving society. Boys

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.

A critical first step in engaging diverse families is to focus on building relationships of mutual trust, confidence, and respect. Letting families know that they are welcome in the school building. greeting them when they arrive, and posting signs in their native language are just a few ways to communicate to parents that they are valued members of the school community. Hiring administrative staff who speak the same language as families is another way to not only welcome bilingual families, but to provide them with someone who can act as an interpreter. Providing a Family Resource Center, as will be discussed in the following section, is another way to demonstrate that families are welcome at school. Parents and other family members are also