Transitional Bilingual Program Essay

Some students are fortunate enough to be offered English as a Second Language classes (abbreviated ESL) or bilingual programs in school. Sandy Yanes, a third grade

According to the No Child Left Behind Act of (NCLB) of 2001, one of the Titles III’s purposes was “to develop high-quality language instruction education programs designed to assist states, district and schools in teaching limited English proficient children and serving immigrant children and youth” ( ESEA Section 3102 (3) as stated in Language Instruction Educational Programs ( LIEPs), 2012 p. viii). As such, Article 14-C of the Illinois School Code recognizes two models to serve ELL students: a transitional bilingual education (TBE) program or transitional program of instruction

Since the beginning of colonization, individuals have immigrated for a better future allowing their offsprings an experience of a new culture. Bilingual programs have offered students the knowledge of another culture and allowing students and individuals to come as a whole and becoming a family. This programs have allowed students to not forget their cultures but instead it has helped students get rich in knowledge of their own culture, and the new and unknown one too. Making this society diverse.

Based upon the Bilingual Education Act of 1968, all English Language Learners (ELLs) “shall be kept in an adequate program until they can read, write, and comprehend English well enough to participate meaningfully in all aspects of the school’s curriculum (Education Commission of the States (ECS) website, n.d., para. 4). While keeping these parameters in mind, I began taking a closer look at the support my school district has in place to aid in the education of ELLs (primarily Hispanic) and their families. Drawing upon my years spent at both the elementary and secondary levels in my district, I would conclude that there is not enough being done to ensure that our ELLs can meaningfully

English language learners (ELL) consisted of 22.3 percent of the total enrollment in California public schools (Facts about English Learners in California - CalEdFacts, 2015). Tends to be ignored or receives not quite the equality in education as their Native English speakers (NES) counter parts. Over the past few years there has been a surge in dual language immersion (DLI) programs (also known two-way immersion), which have resulted in much success (Lindholm-Leary, 2012, p. 256). It has been found that students in DLI programs show a high level of bilingualism and by biliteracy as well as academic achievement and cross-cultural competence (Lindholm-Leary, 2012, p. 256). Since the population of ELL students in California is so high it would appear that the best way for ELL students to get an education that is equal to their NES counterparts more DLI classes should be implemented. By applying more DLI programs California can benefit both their ELL and NES students in academic development and cross-cultural competence, which will help reduce prejudice and racism in the state.

Currently, school districts statewide are required to identify limited English Proficiency (LEP) students and adopt policies in providing programing which is mainly locally funded with some state aid. The Office for Bilingual Education and Foreign Language Studies were established in 1969. Over the last decade, there has been a growth in the number of dual language programs in the US with goals of bilingualism and biliteracy but many of these programs are expensive and exclusive. (Franklin, 2013) Texas has the second largest ELL population and the largest bilingual education program where there are 7 school districts that offer two-way dual language programs which are offered to both native English speakers and native Spanish speakers. Florida has the Coral Way School, a genuine bilingual program, which has been successful, receiving many accolades since 1936. In 2010, Florida had a population of 227,000 LEP students for which their districts are required to prepare and submit plans for ELL one way developmental bilingual education or dual language services. (Queens University, 2010) California has more than 1.5 million ELLs with LA having the largest population and in November 2016, Proposition 58 was

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

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.

The current graduation rate is 59.1% and the faculty to student ratio is at 21: 1. Tech also has a diversity score of 73/100.

Year-to-date achieved 5,948 current enrolments, ASH including RPL ASH 1, 859, 137, 81% of all funds enrolment target -8.4 % prior YTD, 77% of core enrolment target -15.2 % prior YTD, 88 % of non-core enrolment target -6.9 % prior YTD, 79% of Core certificate II to advanced Diploma target -21.3 % prior YTD, - 12.5% Faculty Completions prior YTD 100.3% against enrolment target, 100.1% Core ASH target and 101.5% completions

In a one-way dual language program students receive instruction in their first language (Spanish) and that knowledge is bridged to English. Research shows that building skills in the first language will allow students to learn English more quickly and at a higher level. In a developmental program eighty to ninety percent of instruction occurs in the first language in Kindergarten and the ratio of first language to English decreases until it reaches fifty/fifty by fourth grade. The school began rolling this program out on a year by year basis beginning with two of five homerooms in kindergarten only in the first year. It was then moved up to first grade in the second year. The school had several administrative changes during this period and the program was plagued by implementation issues and was struggling for existence.

The retention and completion rates have created a variety of unfavorable effects on PBSC. 82.5% of students who registered for fall term, continued and registered for the following spring term. The completion/graduation rate also dropped to 30%. The rates have impacted our score on the State of Florida Performance-Based Funding metrics. Our metrics score determines the budget

Over the years, bilingual education has involved teaching children academics in two different languages so they may become competent learners and be successful at acquiring English. Before 1968, bilingual education was not a required course in American schools, but instead as a voluntary program. This changed in 1981 when a lawsuit was brought against the state of Texas that resulted in the requirement of bilingual education programs in elementary schools as English as a second language (ESL) program, bilingual programs in post-elementary grades through eighth grade, and ESL programs in high school. This type of education has been a hot topic for the state governments of the United States, debating whether to keep in the curriculum of schools. Many asking themselves, why should we to provide bilingual education for these students? What will students gain from this type of education? Studies have shown there are benefits that range from cognitive ability, educational advancement, to employment opportunities with a bilingual education, while the critics label it as a “failed experiment” that costed a whole lot of money and years to maintain a basic foundation in the second language. Although the cost is hefty for this exploration of a new language and is time consuming, the cognitive abilities, educational advancement, and employment opportunities greatly outweigh these opposing factors.

The two-way dual immersion is still being used today but is not as popular as it has been in the past. “Two-way Bi-lingual Immersion (TWBI) reinforces positive cross-cultural attitudes as well as bilingualism” (Two-Way Bilingual Immersion Program). The purpose of this type of program is to transition, development and maintenance of students. I think this a great program and should be used in the lower grade levels more so that they have a chance at retaining what they are learning for their future. I live in Texas and the district I work in only has one elementary school that is bi-lingual and I believe it should offer it more to the others as well. I can see that the Two-way program will benefit both ELL students as well as ESL students.

A transitional bilingual program is a program based on the theory that a student should first acquire fluency and literacy in their native language before joining classes where subjects are taught in a second language (English). Once the student has a strong skills base in the native language, they can more easily transfer those skills to a second language (English-only classrooms). All subjects, even content area subjects, are taught in the native language. Once the student has enough knowledge in their native language, the student can begin to be transferred into the mainstream all-English classes. A dual language program, on the other hand, is a program where all subjects are taught in two languages. Literacy and content area subjects are