Dual language

students in schools are in normal classes, English Language Learners are often separated from the rest of the student body. These students, mostly hispanic immigrants, are put in special classes separate from the main student body where they are given special English instruction. They rarely interact with the main student body, and it often seems that they go to a different school. Dual Language Education solves this problem. In Dual Language Education, all students are taught together. This

outcomes of ELL students, the school district Z needs a dual-language immersion method rather than a bilingual education. The top three policies I would propose to the local school board for dual-language immersion would be: academic/ cognitive enrichment, enhanced intercultural relations, and competence in two languages. The program provides the same academic content and addresses the equivalent standards as other educational programs. The dual-language immersion program will hopefully close the academic

As a dual immersion educator of Latino students, I believe that my students’ language and cultures should be woven into their education, just as language and culture are woven into the very fabric of their beings. My students deserve an education that reflects the diverse experiences and skills that they bring from home. I strive to build on these strengths every day so that my students are prepared to be bilingual and biliterate professionals, leaders, and global citizens. It is because I believe

Dual Language Guadalupe Silva Lakeland College Table of Contents Abstract 2 Features of Dual Language Education Programs 4 Assessment and Accountability 6 Curriculum 6 Instruction 7 Staff Quality 10 Professional Development 12 Program Structure 14 Family and Community 16 Support and Resources 17 Conclusion 18 References 20 Abstract What is Dual language? Dual language is a form of bilingual

We learned in our text that the development of language is a complicated process that involves phonemes, morphemes, syntactic development among several other factors (Siegler, DeLoache, Eisenberg & Saffran, 2014, p. 218). Proper and effective development of these language skills has been shown to have a critical learning period that enables successful fluency of a language; this period usually occurs between the ages of 5 and puberty (Siegler et al., 2014, p. 220). I believe that this critical

amount of young children who are acquiring English as a second or even third language in the early care and education (ECE) setting as well as K-12 public classrooms have amplified across the United States in recent years (Espinosa, 2015, p. 40). These young children that are acquiring two or more languages concurrently, or learning a second language along with refining their native language are considered dual language learners (DLLs) (Espinosa, 2015, p. 40). The number of DLLs has multiplied tremendously

The workers needs to have a direct discussion/questioning and work collaboratively with the family to identify their problems and extract their needs for the problems. The workers need to use appropriate English and avoid speaking too fast so that the family would understand what they are saying, this is because of the different accents, different cultural backgrounds and Alethea's inability to speak fluent English. The workers need to actively listen to the family and encourage them to tell their

the information presented by Rhodes, Ochoa, Ortiz’s “Assessing Culturally and Linguistically Diverse Students a practical guide” I would develop a Two Way Dual language immersion K-12 program involving a Late Exit Transitional Bilingual Education element. I visualize a Dual Language Immersion as program that provides education in two languages for English speakers and non-native speakers of English. In a Two-Way ninety-ten system or program in which monolingual English-speaking students acquire the

A dual language bilingual education strategy is usually employed in public schools. Typically the minority language students and the majority language students are evenly distributed throughout the classrooms. Both languages are used for instruction with evenly distributed 50/50 time. One teacher shall instruct with the home language while other instruction is in English. The two teachers work collaboratively through all the lessons. Since these students are in mainstream education, it is no

Dual language learners are children learning two or more languages at the same time, as well as those learning a second language while continuing to develop their first (or home) language (Dual language learning, 2008). The number of children being raised in bilingual homes is large and growing, however the mechanism of language development in children from bilingual homes is not well described or understood (Hoff et al., 2011). A large body of research has refuted the opinion that dual language