English immersion

The Debate Over Bilingual Education and Immersion Programs In recent years, the debate over whether bilingual education or immersion programs (such as English for Speakers of Other Languages) better serve the needs of limited-English-proficient (LEP) students in the United States has been heating up. The increasing need for such services insights passionate supporters and opposition to rise up against one another in the fight over which is better. Advocates of bilingual education stress the

Potowoski was grounded on a study involving High school graduates whom had completed a dual immersion program. A dual immersion program might have different names that people refer to them as. I have heard such names as two-way immersion or, even two-way bilingual immersion. They are the same program. They include native English-speaking students and native speakers of a foreign language. The goals of dual immersion programs are to develop bilingualism, academic achievement, and of course cross-cultural

provides people of all ages an incentive to learn a second language (Genesee, 1998). In this research paper English and Spanish will be the languages referred to for bilingual education, although others are offered. The purpose of this paper is to compare the benefits and pitfalls of language immersion programs

Dual language education benefits both English dominant students and English language learners with a goal of helping students to become bilingual, bicultural and biliterate. This paper will explore the Implications of Dual Language Immersion programs in US schools. While dual-language education has existed in the United States for roughly two centuries, and it reached its height of popularity in the 1970s, the use of dual-language education in public schools has declined significantly in recent

learn English, it just reinforces their native language. Also it has be said that test scores supposedly did not improve in the bilingual programs. On the other hand though, people are arguing that the English Immersion programs do not work because for smaller children they must learn how to read and write in their native language to be able to

Two-Way Immersion programs According to Martinez-Wenzy, Perez & Gandara (2012), two major research by the National Literacy Panel (NLP) and the Center for Research on Education, Diversity and Excellence (CREDE) on effective approaches in the education of ELLs, found that Reading, spelling and writing instruction in the home language facilitates achievement in English. The same authors also found, that ELL students who receive instruction in their Native language outperform their peers in English-only

bilingual education because it can be an effective pathway for foreign language speakers to learn the English language. I am in favor of the two-way immersion method as a bilingual education application in the classroom. According to Hadi-Tabassum, “Two-way immersion (TWI) bilingual education is an integrated language immersion program in which students who speak a majority language, such as English, study and learn together in the same classroom with students who speak a minority language….Both the

Dual language is a form of education in which students are taught to read and write in two languages. The majority of dual language programs in the United States teach in English and Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The programs start of mostly in kindergarten sand 1st grade and continue throughout primary education, in addition some dual language programs depending on the grade continue through middle and high school. Even Hayward’s own Burbank

English Learner Population across California and L.A.U.S.D According to California of Education (2011), 23.2 percent of total registration of students in California public schools are English language learners, and a 71 percent mainstream of these English learners are registered in the elementary grade levels with 29 percent being registered in the secondary grade levels and a less than 1 percent being put in an ungraded category, and according to LAUSD EL Data Dialog & Inquiry (2011), as of 2009

TWI program had a week of English by teacher and assistant, and a week of Spanish by a Spanish teacher and assistant, with both sets collaborating to plan curricula and assessment. The major challenge of the study was that it was difficult to ensure that literacy tests in English and Spanish were entirely comparable. Also, some of the tests used were experimental and turned out to be too difficult for most children, including in post-test. Neither program was “pure” immersion because the children were