Bilingual education has been historically surrounded by societal discourse in the US. According to Freeman (1998), sociopolitical factors such as changing immigration patterns not only lead to an increasing need for access to bilingual education, but present a tremendous cultural-linguistic diversity that challenges the traditional monolingual ideology. Nevertheless, mainstream US educational discourse has already normalized the use of Standard English and pushed minority students to follow the norms of white middle-class population. Correspondingly, teachers in the same context are assumed to regard such norms as criteria when developing curriculum content and interpreting student behavior, while neglecting minority students’ vernacular and …show more content…
In other words, minority students are likely to struggle with learning in an ideologically hostile context, where minority languages are viewed as threats to national unity (Cahnmann, 2003). Furthermore, Lincoln (2003) states that continuously emphasizing the mainstream content exacerbates the isolation of minority students. Alternatively, including vernacular content and valuing simultaneous exposure to multiple varieties and cultures will stimulate their participation and achievement. Due to its contribution to educational equality, I agree with Freeman (1998) that multicultural curriculum draws students’ attention to diverse struggles and accomplishments of different peoples, and fosters students to recognize how they are related to people in the external society through language-mediated interactions. Thus, students are able to develop a fuller self-understanding, refuse to be negatively positioned by mainstream ideology, and reposition themselves differently (Freeman,
By including a personal example of a bilingual student in the South, Carsen proves that his research is credible as the title of the article is “Bilingual education in the South.” In addition to his interview with a student, Carsen also interviews an English as a Second Language (ESL) specialist and a worker of the state education department to gather different viewpoints on the matter. Incorporating interviews with specialists in foreign language and education adds to Carsen’s credibility because his argument revolves around these two elements. Carsen also includes his
Most minority students and English language learners are stuck in schools with the most new teachers.” These differences are outrageous, all due to racism either being encouraged or not monitored enough in these schools. This kind of teaching only appeals to whites, and will embolden blacks towards failure, as well as spur up hatred and criticism towards them. In another article, “‘To be white is to be racist, period,’ a high school teacher told his class,” a teacher by the name James Coursey says in a high school lecture “Am I racist? And I say yea.
In the book, Other People’s Children, author Lisa Delpit does and excellent job compiling her experiences as a black educator through various essays and responses. It is though these essays and responses that Delpit tries to educate the American educator on the diversities we see in the classroom. She makes it known throughout the book that we need to make sure all students receive the same educational opportunities regardless of cultural background, race, or ethnicity. One thing that really stood out to me in this book was that she suggests that we appreciate linguistic diversity in the classroom. Stating that some student’s don’t have access to the “politically popular dialect form” also known as “Standard English”, and these particular
Ultimately, ethnic studies promote American ideals, create identity, and only create contempt when being constrained from these courses. Ethnic studies should be implemented in schools, because they promote American ideals of diversity, inclusion, and freedom. In a place like America, where diversity is supposed to be the building block of our nation, one would think that different ethnic groups would have the right to study their own identity. Students question this in the film and make claims such as, “Education is so against me that they don’t want me.” Evidently, with the threat of abolishing ethnic studies courses, students feel a lack of inclusion, which defies American values.
Ideally schools would provide equal education and opportunities for all children, but in reality racism, sexism, classism, and other forms of discrimination still exist, albeit more hidden, in our schools today. Rather than stressing academic enrichment, the elementary schools that Chicanas/os attend to focus on academic remediation and a deceleration of the curriculum. The primary curriculum itself generally excludes or minimizes Chicana/o experiences, while also reinforcing
English and French are the official languages of Canada, so the country recognizes the equal status for both languages in the Parliament, federal courts, and in all federal institutions (OCOL 2009). Due to this bilingual recognition and the driving force of globalization, the translation industry eventually flourished since the founding of the country and is constantly expanding and playing a key role in the growth of the country. In line with the CTISC, it points out that translation is becoming an economic activity with growing importance as a factor contributing to increased sales, revenue and employment (1999, 3). Indeed, Lynne Bowker knows this current reality and wanted to discover this reality by examining the situation of the translation
As a minority student, the author provides a first hand experience in the education system and its barrier. Many minority students have the hope to complete their American Dream throughout their success in education. The author is one of the many students who have this hope and cannot achieve it because the education system in the nation is broken down. This source underlines the importance of overcoming the barriers they might face in the system. Also, this source amplifies my argument in the essay with the first hand experience of a minority student and the barriers he had to face during the years
Frank Smith, a famous author from the Cold War era, stated, “one language sets you in a corridor for life. Two languages open every door along the way” (Smith 110). Several school districts across the nation have implemented dual language immersion programs in their elementary schools. With a fast-growing immigrant rate in the United States, being multilingual has become extremely useful to many U.S. citizens. Dual language immersion programs should be implemented into every elementary school curriculum because children in these programs acquire a second language, which helps them develop useful skills, become more aware of cultures around the world, and, contrary to the opposition’s claim, it does help students learn better in school.
Baker (1997: 215) added five more to these four types of bilingual education: general education with teaching a foreign language, teaching separatist, two-way bilingual teaching and bilingual teaching general. These types of bilingual education that takes place in our country for different reasons is the general teaching with teaching of a foreign language. First because the existing social situation is that of a majority language: the Spanish, and second because the Education Act does not allows us to opt for another type of greater outreach program. Once considered the types of teaching bilingual the question we ask is what is the best of all, are these effective? It has been suggested that the effectiveness of bilingual education needs
The study used questionnaires including items measuring length of U.S. residence and questions for students’ parents. It found attrition rates were high and most strongly correlated with duration of residence and parents’ ethnicity. Bilingualism was also linked to nationality and living in ethnic enclaves, as well as higher educational achievement. The study is part of a wider body of work on ethnicity and language in education, which informs language planning. It considers both historical and cultural contexts, and its methodological distinction between preferred language and actual use is significant as the two are often conflated, which can lead to errors in measurement.
Prominently, the issue is that culturally linuidstic and students with disabilities are more at risk to fall through the cracks in our education system. And these implications are even more serious for culturally and linguistically diverse students who have a disability. When we consider that white students dominate the education system, the hispanic, black, Asian/Pacific Islander, and Native students are often ignored as minority groups. Some strategies to combat the systemic inequity in education for these diverse groups is cultural awareness, sensitivity, and competency training, and multicultural education. Although these strategies are used in TEPs, there is evidence that suggests that these teachings have not been applied in public school populations.
In school’s children come from an array of backgrounds and each has its own impact on students. As an educator it is important to expose children to different cultures and ethnicities students may not be aware of. Teachers need to celebrate and cherish differences. “Children learn by observing the differences and similarities among people” as well as absorbing the spoken messages that adults share in their life. One curriculum that some schools follow is known as an Anti-Bias Curriculum.
Though every individual in our society is unique, with various cultural backgrounds, we all ultimately come together as one. Multiculturalism is the existence of those diverse cultures, including ethnic and religious groups, within a society. The goal of multiculturalism within the education system has been to assist others in understanding and appreciating cultural diversity, as well as to provide all students an opportunity to learn and receive a higher education. Unfortunately, not everyone will agree that multiculturalism in higher education is important, or that it is even necessary. Some believe that multicultural education is only directed toward minorities, discriminating against white, heterosexual males, while others believe that multiculturalism is against Western tradition.
In my second component, I would like to write about bilingualism, bilingual language development and learning in children and show my own bilingual profile. Firstly, bilingualism is commonly defined as the use of two languages by an individual. It is a kind of system in children and adults who have a proficiency in two languages and it may change depending on the opportunities to use the languages and exposure to other users of the languages (ASHA, 2004). Many researches show that there are so many people who are bilingual.
A social re-constructionist approach to multicultural education (Banks, 2006). Racism is learned and is related to the fact that power is distributed in our societies unevenly. Antiracist education represents a change in that, going from a concern for cultural differences to a focus on how these differences are used to hold and increase this inequality. According to Banks (2006), among its central ideas is that the racism is the main cause of educational problems (non-white) ethnic minority groups, and that schools can and should play a crucial role in the elimination of personal and institutional racism as it is dynamic and changing where learning is the primary objective (Ford, 2014).