Bilingual Education And The Bilingual Language

• Proposition 227 created a negative few towards bilingualism, because it called for the rapid assimilation of all other minority languages. In whole, the objective of Proposition 227 was to outlaw bilingual 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.

I taught for 25 years at an inner city school. My students were all second language learners, and often their parents were totally illiterate. I entered this career not as a teacher, but as a social worker turned teacher. The Los Angeles Unified School District was in dire need of bilingual educators, so they offered a district intern program where I took college courses while I worked in the classroom.

Proposition 227 was a bill to allow students from foreign countries be given the most adequate help to be English Learners to help them succeed in the educational system and society. Most students who migrate to the US are places in LEP or ESL classes where they are forced to be treated less than the english speaking students. Teachers who teach these classes are not the most informed, prepared and positive teachers, instead of understanding these students struggle to learn a new language most of time they are discouraged from attending school and being seen and treated as a burden. Proposition 227 would bring in more classes for these students rather than just having a limited number of teachers leaving a big number of students who need help in learning the english language. “The students come from various socioeconomic, linguistic, cultural and educational backgrounds, and there are many of them do not fall into the high-achiever category” (Pyon, 66). Due to the lack of funding for teachers to be prepared to teach these students this proposition would also provide money to the schools as long as they would spend it for ESL.LEP students and classes, this would allow students to have a better chance to understand english and learn it in a higher rate preparing them for the regular classes and not falling behind. Since LEP/ESL classes were not seen as necessary prop 227 was able to bring students, parents and educators to see the importance in having our children to learn

Immigration, legal or not, has been a problem for the United States for a long time. In the U.S., promoters of bilingualism have supported the use of other languages for public services, including government documents, hospitals services, voting ballots, and bilingual education. In their essays “A Nation Divided by One Language” and “Viva Bilingualism”, James Crawford and James Fallows claim that it is not necessary to declare English the official language of the U.S. On the other hand, in their essays “English Should Be the Only Language” and “Why the U.S. Needs an Official Language”, S. I. Hayakawa and Mauro E. Mujica argue that English should be made the official language. They contend that

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.

The purpose of this paper is to examine how the Federal Bilingual Education Act of 1968, ended the War on Poverty. Bilingual education is the use of more than one language to deliver curriculum content. The bilingual education system is designed for students to become proficient in English, and also encourage students to become bi-cultural; and function in two, or more linguistic and cultural groups. The policy expressed U.S commitment to the needs of the growing number of children in the public schools, whose first language was not English. In 1968, the government passed the Bilingual Education Act, which required language minority students to be taught in both their native language and English. I myself had to undergo English as a

Proposition 203 changed the law by removing bilingual education and putting Structured English Immersion models into place instead, (Jost, K. (2009, December 16). Bilingual education vs. English immersion. The CQ Researcher Blog.). According to Proposition 203, the proposed changes were due to the claims that the majority of Arizonans speak English, immigrant parents want their children to learn English quickly, literacy in English is important to becoming a productive member of society, young children will become fluent in English with a high volume of exposure, and the previous programs (bilingual education) in place were not effective,

Prior to the passing of California proposition 227, immigrant children, mainly Latinos, were taught in their native language until they could transition into English-only classes. Students with limited-English-proficiency (LEP) would participate in bilingual education over a number of years before making this transition. After proposition 227, the percentage of children in bilingual programs dropped from 29 percent to 11, only those who were able to obtain waivers from school authorities were permitted to stay in bilingual programs (Bali, 2001). Proposition 227 was controversial because its opponents claimed that it was rooted in anti-immigrant sentiments and it was a return to ‘sink or swim’ programs which would

Research done by these bilingualists show that Proposition 227 has not increased the minority English language-learning students in California’s English skills.

According to Maria Sanchez Diez, a reporter for the website Quartz, by the year 2050 the US will be the largest Spanish speaking country in the world, if the rate at which Latinos are coming in and staying stays consistent. As the U.S grows with spanish speakers and latinos, American english speakers become more defensive against the spanish speakers. English speakers try to stop people speaking their own language in school settings, and threaten to harm non natives. The idea of bilingualism goes beyond just speaking two languages, it ties to a person’s identity and their culture. Both english speakers and spanish speakers want to keep who they are, they both fear each other, anxiety rests between both, both have troubles but American

According to Ethnologue (Grimes, 1996) cited in Purwo, K. (2000), there are 6703 languages in the world. The distribution of those languages is in sequence Asia 2,165 or 32%, Africa 2,011 or 30%, the pacific 1,302 19%, The Americas 1,000 or 15% and Europe 225 or 3% . Asia becomes the continent with the most living languages in the world. Those languages are distributed in each country, and particularly, Indonesia is the second most living languages in the world, after Papua Nugini. Indonesia according to Grimes (1992) cited in Purwo, k. (2000) is reported to have 706 languages while Papua newgunie has 867 languages. Mostly, the 700s languages in Indonesia is in the eastern Indonesia in which Silzer and Heikkinen (1991) in Purwo, K. (2000) reports that 240 of the languages are in Irian Jaya.

As per the 2013-14 Department of Education report, 43.3% of New York City students talk a dialect other than English at home. Before the end of grade school, most bilingual students don't have adjusted biliteracy. Moreover, their bilingualism could be portrayed as subtractive, or prompting the loss of the home dialect. With a specific end goal to bolster these percent of students a bilingual training project was framed. Half of all ELLs (English Language Learners) were conceived here in the United States. There are projects that can offer these students some assistance with succeeding in doing great in English and the home dialect when they get out into the world.

Bilingual education is an academic approach followed by some instructors, which is using the native language for new English learners for instructions. Within the international context, bilingual education has become a necessity due to the high number of immigration, colonialism and the great number of local languages (Yushau & Bokhari, 2005). This approach in instruction has reflected back positively or negatively in many dimensions such as social, psychological, and pedagogical. However, bilingual instruction is an effective way of teaching English as a second language, in case of well implementation it can be seen as an educational advantage. This literature covers a wide variety of opinions that revolves around a topic that researchers find it controversial, this review will highlight the major question and findings which emerge in

Bilingualism carries broad appeal as a potential reserve variable because it is primarily influenced by environmental factors such as country of birth, emigration, or attendance in a second language school (Gold et al., 2013). Individuals become bilingual through these life circumstances and the environmental factors eventually contribute to the development and organization of brain reserve (Schweizer et al., 2012). The development of this reserve is thought to be directly correlated to the continuous monitoring of context that is necessary for language inhibition and activation (Gold et al., 2013). Research is finding that there is a delay of onset for lifelong bilinguals by 4.7 years for people with mild cognitive impairment and 7.3 years for people with Alzheimer’s disease. Research points to a substantial impact of bilingualism that both increases the ability to perform an important set of cognitive tasks and reorganizes neural networks recruited for that performance (Bialystok et al., 2014). Both languages of a bilingual speaker are constantly active to some degree, even in strongly monolingual contexts where there is no reason to expect use of the other language. This joint activation has profound implications for both linguistic and nonlinguistic processing. If both languages are active, then a problem in attention is introduced for a bilingual that does not exist for a monolingual speaker (Bialystok, 2011).