Immersion

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

Final Paper In today’s increasingly globalized world, the ability to speak a second or multiple languages provides a wide range of benefits. Since people who have foreign language skills surely spent much time not only in studying the language itself but also in engaging with its culture, they can see things from other different perspectives, not from a single perspective. The latest study actually shows that bilingual children are more capable of understanding others’ perspectives than those who

passed loopholes bypassing the teaching of another language similar to California’s Proposition 227 stating the specific teaching method of English immersion, when students only receive instruction in English, for English language learners. Yet, other states like Utah and Minnesota have discovered the advantages and benefits of two-way bilingual immersion. Over these decades, the federal financial plays as the major culprit to the fluctuating support for bilingual education. Although the Total Spending

I support 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…

programs doesn’t help the student to 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

Bilingual Education- 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

We live in a world surrounded by people of various cultures, countries, and ethnicities, who all speak different languages. As a young child, I attended a Spanish immersion program through my pre-school and elementary school. I was absorbed into a new culture much different from my own. I grew up learning words in Spanish before I knew them in English. I also developed unexpected friendships, spending much of my childhood in Spanish speaking households. As a college student, I look back on this

learners (ELL) with the purpose of acquiring a second language (L2). In the recent 15 years there has been an increase in dual language immersion (DLI) programs which is also known as two-way immersion (TWI), with an aim to provide bilingual education to monolingual Spanish and English

a school setting it would be difficult to have a dual immersion program set in place. However, in Kern County, there are many small towns whose population is primarily Spanish speaking. These town’s students are faced with many difficulties as they try to adjust and transition to English because a lot of their parents do not speak English themselves. Schools with a high population of Spanish speaking students should offer a dual immersion program because it will provide their students the necessary

(figure 1). Parents were given the option to request bilingual education, but it would be extremely difficult for it to be accepted, due to schools having the right to deny their request. Instead, non-English speakers would be placed in an English immersion program. In this program, students would be given a year to learn English and later move to a normal classroom (“Amendment 31”). On November 5, 2002, the initiative was rejected by 55 percent (Benz 1). Considering the rejection of the initiative