Because of their little interactions with other social, ethical, and economical groups, they deny themselves to the ability to learn from people of success. As a result, it becomes more difficult for these students to adapt to the world as much as students would if they come from a more privileged school systems. The increase in bilingual programs in schools would also allow the stigma of being a potential Latino immigrant to be alleviated. By assimilating into our culture, immigrant culture will become more accepted throughout America. However, it would be a disrespect to the student
These programs are often classified as transitional, developmental, or two-way bilingual education, depending on the program’s methods and goals. However, bilingual education faces many challenges while its historical process and so many different strategies are developed instead of classical methods for learners. These are different ways to increase achievement levels of students and develop their relationship with their languages. This research aims to shows that; there are many strategies to develop learning when context and individual differences are used as base in the bilingual education. Learning Strategies in Bilingual Education Bilingualism is the ability to use two or more different languages.
In the first extract, the head teacher uses both languages to speak to the diverse audience, to convey the message about school openings and closings. In the second extract from another Gujarati class in another school bilingualism is viewed as an instructional strategy intended to clarify the pedagogic task, where teacher gives students a pair work and students are clarifying the task with teacher before getting down to work. In the third extract, the use of both languages is the interactional pattern between the teacher using English, while the student insisting on Gujarati. In the fourth extract, bilingualism, observed and interviewed from the Mandarin school in the Chinese case study where the teacher does storytelling, is intended for engaging students, clarifying the conveyed message that is not achievable through the L2 and for questioning and challenging the story. The fifth extract comes from the same Chinese school, where the aim of bilingualism is to make a bilingual label quest, where translation method performs a strategy of accomplishing one task before passing to another one.
From historical point of view, one prominent study by Pearl and Lambert (1962) has started the rise of a new consideration of the young bilinguals, stating that these children actually outperformed their monolingual peers in a number of verbal and non verbal tests or in other words, bilingualism is an asset for a child. Ever since, the research in this area has broaden its focus beyond the language domain, thus is constantly flowing and becoming more complex. This evolution was summarized in a recent review by Bialystok (2015) - one of the most well-known authors, whose work devotes effort on the effect of bilingualism on children’s language and cognitive development, and has recently been expanded to adult processing analyses. After 1962, the initial focus was on the metalinguistic awareness improvement in children (phonology, syntax and morphology) and the types of tasks involved in order to observe possible bilingual advantage. This, sequentially, has lead researchers to target experimental paradigms, addressing both representation of knowledge and attentional control i.e.
A child’s first comprehension of the world around him, the learning of concepts and skills, and his perception of existence, starts with the language that is first taught to him, his mother tongue. Concurrently, a child expresses his first feelings, his happiness, fears, and his first words through his mother tongue. As a result, first language has an important role in framing our thinking, emotions and spiritual world. Therefore, a bilingual person often may have a sense of distortion, of falsehood and not being true to oneself during expressing in the second language. However, this does not mean that the emotional expressions of a person’s second language can never be “true”, rather, the reason is that the emotion terms of second language may not have the subjective force that those of the first language have through their autobiographical grounding.
According to the study done by Cahnmann & Varghese (2005) , English-mediated programs can offer many job opportunities for learners because there has been increasing demand for bilingual job hunters in the twenty-first century and a bilingual tends to possess a higher level of self-esteem and confidence than a monolingual. Halle et al. (2014) presents that the bilingual education system can help EFL learners to improve their emotional intelligence (EI) which is one of the most important skills in twenty first century workplace through improving social and emotional developments: self-regulation, and social competence. Furthermore, bilingual learners’ possession of better understanding and interacting skills through learning more than one language as well as cultures at the same time help them deal with the differences and solving problems appropriately because they have greater inhibitory control than monolingual learners, tend to be sophisticated thinkers, have more flexible thinking, and approach conflicts from different perspectives (Halle et al., 2014). The research paper based on the collection of the data from the socio-economic benefits of bilingual education from two ethnographic studies of bilingual teachers and their students in the United States shows that bilingual schooling in which English language teaching is applied prepares learners to be able
Speaking the native language also gives you the confidence in talking with the natives when asking for directions. Those able to speak multiple languages allows them to travel internationally and experience other cultures that monolinguals wouldn’t have the chance to do. Traveling abroad gives bilingual speakers the opportunity to be explore new hobbies and discover foreign films, food, books, and music expanding their views on world cultures. Being bilingual helps individuals be more involved with what’s going on around them as they can understand what the people surrounding them are saying (Kruschewsky 2017). Overall, the ability to travel somewhere knowing the language makes your vacation more enjoyable as you don’t need to spend time deciphering the text or using Google Translate every second.
Many studies suggest that bilingual children tend to have a higher concentration and are better at working through distraction while doing their school work. Research has shown that bilinguals score higher on average on tests involving creative thinking or problem solving. These advantages surely lead her to nothing but success in life. However, the most important benefits she would receive is the cultural advantage. Bilingual person does not mean bicultural.
This program in theory would very beneficial to a lot of English language learners but the way the course is set up the main focus is not teaching the students content rather than teaching them english. Due to this students are falling behind with learning and don’t have the same opportunities to do as well in school as non ELL students. The bilingual education system doesn 't offer English language learners the same opportunities english speaking students get, the standards for English language learners do not promote their improvement of content retention therefore causing lower test scores, a separation between peers and cause an inequitable system. Bilingual
According to the Espiritu (2015), “The Policy on Bilingual Education aims at the achievement of competence in both Filipino and English at the national level, through the teaching of both languages and their use as media of instruction at all levels.” This policy aimed to establish English and Filipino as the primary mediums of instruction in the Filipino Education. It aimed to expose the students to both the languages in order to train them in both of the languages. But in 2008, Arroyo (2008, 1) contested this policy saying that it was too much for the students to learn two languages simultaneously and it took its toll on the English acquisition because of the language interference observed in the students’