 | Language submersion- the practice of placing English language learners in classes designed for native speakers, this is done with no modification in input or content to accommodate second-language learning. Students are expected to acquire English as they deal with content just like other students. (Hernandez 132). |
| Immersion- somewhat less rigid than submersion, the teacher usually understands the native language and responds in English, sometimes using a simplified English vocabulary. (Sadker 102). More teachers prefer immersion due to the results with the rapid but systematic introduction of English into the bilingual immersion. (Gersten 223). |
Submersion myth- the pervasive belief that English language learners share similar experiences and can make a uniformly smooth transition to English instruction in the public schools. (Hernandez 132).
English only myth- the incorporation of native languages and cultures other than English are not necessary. (Hernandez 134). The belief that English is a unifying national bond that preserves our common culture. (Sadker 102).
| Bilingual Transitional- this method begins by using the native language as a bridge to English-language instruction. Academic subjects are first taught using the native language, but progressively the students transition to English. (Sadker 101). |
Bilingual Transitional Early Exit- students begin the transition process sooner and are nearly immersed in either a ESL, Bilingual program, or English only class by second grade. (Echevarria 94). Instruction is the home language occurs for several hours each day, with language arts frequently taught in the native language, content is usually taught in English. (Karr 46)..
Bilingual Transitional Late Exit- Children receive several years of instruction in home language and shifts toward English around fourth grade and students are gradually mainstreamed into English only classrooms by fifth or sixth grade. (Karr 46).
Bilingual Maintenance or Developmental approach- emphasizes the importance of maintaining both languages, with the goal of creating a bilingual student. (Sadker 101).
| English as a Second Language (ESL)- supplements either the maintenance or transitional programs by providing special ESL classes for additional instruction in reading and writing English. (Sadker 101). |
ESL Self Contained- non-English speaking students are immersed into English and introduced to new concepts through simple and comprehensible input, peer interaction, and a supportive environment which enables them to internalize the second language while mastering all content areas. These students receive ESL instruction all throughout the day. (Echevarria 95).
ESL Pull Out- non- English speaking students are usually enrolled in all English classes and receive structured English s an intense language instruction during a specified segment of the day. (Echevarria 95).
| Total Physical Response (TPR)- explain assignments and evaluate LEP student's language development. TPR helps LEP students successfully participate in a non-threatening environment and encourages them to articulate sentence of their own from the beginning. In TPR, students observe a model who verbalizes an action as it is done and then the students copy the model. (Canney 542). |
Stages in Language Development:
1. Pre-Production- the focus of this stage is on listening comprehension and students communicate with gestures and actions. A good technique for this stage is Total Physical Response (TPR) which uses commands wherein students respond in a physical way rather than verbally while building receptive vocabulary. (Echevarria 140).
2. Early Production- speech will be in single words or short phrases containing many errors during this stage. Students should be able to respond to either/or questions and general questions that can be answered with single word. The teacher should be using pictures, words, signs, or drawings on the overhead projector and body language to convey her messages. (Echevarria 140).
3. Speech Emergence- speech production will improve to onager phrases and complete sentences. Lessons should still be expanding receptive vocabulary while containing sufficient comprehensible input and focus on meaning rather than grammar. Contents should be portrayed through skits, games, and group writing projects. (Echevarria 141).
4. Intermediate Fluency- students should be able to engage in conversation, complete longer writing assignments, and be more proficient in their expression of content area knowledge and skills. (Echevarria 141).
Teacher Responsibilities:
Teachers are now responsible for teaching students about (a) their own cultural heritage and that of other groups; (b) the ways in which culture influences the sum total of each individual's way of life and that of others; [c] similarities and inferences among individuals, within and across groups; and (d) attitudes and modes of behavior that can facilitate or impede cross-cultural understanding. (Hernandez 17).
Teacher Advice:
Some bilingual students respond better to discipline when they are reprimanded in their home language. (Hernandez 64.)
Attain books in the languages of your students for your classroom and for the students to check-out and take home. (A book club through Scholastic has an order form in Spanish to order books written in Spanish.) Also keep in mind parents that may be illiterate themselves and try to find older students to mentor/read to your bilingual students. (Hernandez 80-81).
While acknowledging that your students differ, emphasize traits and expressions that your students have in common. (Canney 541).
Label items and locations in the classroom, in both English and the LEP student's language(s). (Canney 541).
Ask LEP students to maintain a personal journal in which to reflect on events of the day. These journals provide you with the opportunity to respond weekly to what the LEP student understand and how they feel about school. (Canney 542).
Utilize the internet to search for computer programs that give an option of completing games in more than one language. (Canney 543).
Random facts concerning Bilingual Education:
Bilingual immersion programs only require a bilingual teacher for 30-90 minutes of the day, so bilingual teachers can teach three-five classes at a time which requires fewer bilingual teachers. (Gersten 237).
In the United States today there are approximately 3.5 million limited English proficient students in grades K-12. (Shaul 1).
Research has shown that it takes 5-7 years to master a language. (Karr 45).
In the United States only ten percent of teachers with limited English proficient students are certified to provide bilingual instruction, and only eight percent are certified to teach English as a second language. (Shaul 3).
Although 1 in 4 public school teachers have LEP students in their classrooms, 70% of those teachers have o training in either bilingual or ESL methodology. (Canney 540).
In the United States the general pattern for acquisition of English has been. Use of the native language in the first generation, bilingualism in the second and displacement of the native language by English in the third. However, recently the trend has been accelerating and taking place in only two generations. (Hernandez 135).
Laws/Court cases relating to bilingual education:
Bilingual Education Act- 1968, This act provided federal financial incentives to encourage schools to initiate bilingual education programs. (Sadker 100)
Lau vs. Nichols- 1974, Chinese students in San Francisco were complaining that they were filing their courses because they could not understand English. The Supreme court unanimously affirmed that federally funded schools must rectify the language deficiency of these students. (Sadker 100-1).
Equal Educational Opportunities Act (EEOA)- under this law, school districts must take positive steps to provide equal education for language minority students by eliminating language barriers. (Sadker 101).
Questions teachers should consider: (Hernandez 66-70)
Communication-
1. What languages, and vanities of each language, are used in the community? By whom? When? Where? For what purposes?
2. Which varieties are written? How widespread is knowledge of written forms?
3. Is learning a language a source of pride? Is developing bilingual competence considered an advantage or handicap?
4. What is the functionality of the native language in the environment?
Decorum and Discipline-
1. What is the role of language in social control? What is the significance of using the first versus the second language?
Dress and Personal Appearance-
1. What constitutes a compliment? What form should it take?
Education-
1. What methods for teaching and earning are used at home (e.g., modeling and imitation, didactic stories and proverbs, direct verbal instruction)? Do methods vary with the eating or according to what is being taught or learned?
2. What is he ole of language in earning and teaching?
3. Is it appropriate for students to ask questions or volunteer information?
4. What constitutes a positive response by a teacher to a student?
Expectations and Aspirations-
1. What significance does the acquisition of the majority culture and the English have?
2. Do parents expect and desire assimilation of children to the dominant culture as a result of education and the acquisition of English?
Bibliography
Canney, George F., Teresa J. Kennedy, Susan Miles, & Maurene Schroeder. Instructional strategies for K-12 Limited English Proficiency (LEP) students in the regular classroom. The Reading Teacher. Vol 52, No. 5. February 1999.
Echevarria, Jana. Anna Lou Pickett. Lynn Safarik. A Core Curriculum & Training Program To Prepare Paraeducators To Work with Learners Who Have Limited English Proficiency. Center for Advanced Study in Education via Office of Special Education and Rehabilitative Services. Washington, D.C. 1998.
Gersten, Russel. John Woodward. A Longitudinal Study of Transitional and Immersion Bilingual Education Programs in One District. Elementary School Journal. Volume 95, number 3. 1995.
Hernandez, Hilda. (2001) Multicultural Education- A Teacher's Guide to Linking Context, Process, and Content. (2nd ed.). Upper Saddle River, NJ: Merrill/Prentice Hall.
Karr-Kidwell, P. J., Jean Ann Nunez. Academic Benefits of Transitional Bilingual Education: Literary Review, Staff Development, and Guidebook for Elementary Administrators and Educators. Teacher Education. April 27, 2000.
Lee, Stephen K. The Linguistic Minority Parents' Perceptions of Bilingual Education. 24 p. Paper presented at the Annual International Bilingual/Multicultural Education Conference. (27th, Dallas TX, February 24-28, 1998).
Sadker, David Miller. Myra Pollack Sadker. Teachers, Schools, Society. (5th ed.). New York: McGraw Hill.
Shaul, Marnie S. Public Education: Title I Services Provided to Students With Limited English Proficiency. Report to Congressional Requesters, General Accounting Office, Washington D.C. 1999.