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Importance of English for school students
Importance of English as medium of instruction
Importance of English as medium of instruction
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This essay investigates the ways in which the English-medium education can be perceived as a solution or a problem in UK educational setting, in the specific case where English is not the dominant language of the pupils’ homes and community, and outside the UK, with particular reference to India’s educational setting. First of all, in order to proceed with the analysis, it is important here to highlight the meaning of the term English-medium education. The term refers to the use of English as the medium of instruction, the language used to teach all the schooling subjects, such mathematics, philosophy or art. The term is opposed to the ‘English language’ where the language is taught as a subject and where the attention is focused in its grammar, vocabulary, pronunciation and literature. English is the medium of education in countries where the first language is English like UK, USA, New Zeeland and Australia. In addition, English-medium is used in other countries where English is not the mother tongue of the population and where more than one official language is spoken by the people...
Education for all students has been the mandate of the public school system for many generations. In 1974, in the U.S. Supreme Court case of Lau v. Nichols brought the focus of equal educational opportunities to include those who did not speak English or had limited English proficiency (Lau v. Nichols, January 21, 1974). By examining this court case, one will become familiar with the court’s ruling, understand the impact on the education of non-English speakers including the academic achievement, and improvement of education for the English language learners.
When you come to the United States, you don’t think about the experience that you will face in here. The most important thing people don’t think about is the language, totally different from yours, like Spanish, how you are going to use it, when, at what specifically moment, how long is going take you to learn it, spoke the language, to write in English, what about people who go to school. The English is one of the most difficult things in the United State when you come to this country, because with the language you work, study and get prepare for a better future in here. I agree with this because, one of them is me. I have faced three experienced with the language here on this country, and them three in the school that I have attempt to. The three schools are in Veterans Memorial School, Woodrow Wilson High School and Camden Academy Charter High School.
Bilingual Education is defined as any school program that uses two languages. In a more theoretical sense it is any educational program whose ultimate goal is for the participants to be fully versed in all facets of both languages (i.e., able to listen, speak , read, and write in both languages). The definition of a coordinated, developmental bilingual approach has emphasized the goal of being equally fluid in both languages. Realistically, this has not been the goal for most K-12 bilingual schools in the United States. More commonly in the United States we are using the words “bilingual program” to describe a program that will provide literacy and content in the primary language, while building English fluency, to the point where all instruction will occur in English. These programs are label transitional bilingual programs as their ultimate goal is to transition all students into an English only learning arena. One of the down sides of these programs is that they are not maintenance (development)bilingual programs which are designed to preserve and develop student’s primary language while they acquire English as a second language. Bilingual Program Models All bilingual program models use the students' home language, in addition to English, for instruction. These programs are most easily implemented in districts with a large number of students from the same language background. Students in bilingual programs are grouped according to their first language, and teachers must be proficient in both English and the students' home language. Early-exit bilingual programs are designed to help children acquire the English skills required to succeed in an English-only mainstream classroom. These programs provide some initial instruction in the students' first language, primarily for the introduction of reading, but also for clarification. Instruction in the first language is phased out rapidly, with most students mainstreamed by the end of first or second grade. The choice of an early-exit model may reflect community or parental preference, or it may be the only bilingual program option available in districts with a limited number of bilingual teachers. Late-exit programs differ from early-exit programs primarily in the amount and duration that English is used for instruction as well as the length of time students are to participate in each program (Ramirez, Yuen, & Ramey, 1991). Students remain in late-exit programs throughout elementary school and continue to receive 40% or more of their instruction in their first language, even when they have been reclassified as fluent-English-proficient.
In order to learn more about the bilingual education program in the Public School system, we felt it would be essential to discuss a few controversial issues with some bilingual teachers, and ask them for their opinion on the effectiveness of the system and the concept of bilingual education. We also questioned the benefits and disadvantages of the program. We wrote and asked these question with Latino (Puerto Rican) migrants in mind, however the Public School system consists of many ethnic groups which speak other languages other than Spanish. As one of the teachers stated, the political connotation that Bilingual Education carries is that of concerning only Spanish and English. We interviewed Mrs. Aida Ramos (Vice-Principal), Ms. Clara Velez (Bilingual Math Teacher), Mrs. Irene Killian (TESOL), Ms. Zoraida Ortiz (Bilingual Science Teacher), and Ms. Nancy Harrison (TESOL/Bilingual Computer Lab Teacher).
When visiting just about any school across America, students who attend come from all over the globe. This raises the question across America about bilingual education. This can create many challenges in and out of the classroom. The classroom should be a safe place for all students regardless of what native language they speak. In the essay Lost in translation written by Eva Hoffman, describes a foreign student who tries hard to fit in. Instead, Eva begins to feel angry, hurt and confused because people laugh at her. In Guiding Principles for Dual Language Education by Elizabeth R. Howard, Julie Sugarman, Donna Christian Center for Applied Linguistics Kathryn J. Lindholm-Leary San José State University David Rogers Dual Language Education of New Mexico. Guiding principles gives great ideas to educators to stop kids from making other students feel the way that Eva felt. After reading several articles about bilingual education, it is evident that all children in school should learn English but never lose their native language. When all the students speak one language, students will be less likely to make fun of each other. A good educator should learn enough foreign languages to aid them in effective communication in their classroom although; if an educator does not speak a foreign language, they should recruit within the classroom students to be peer mentors. However, a teacher should be willing to listen and encourage the students. Above all a good educator should be a good role model to their students by respecting their heritage and their language.
The issue of bilingual education is a much debated topic in this country and especially in this state. The Spanish-speaking populace has grown tremendously in these past decades, much of which has immigrated with Spanish as their only language. This has left the public school system with an interesting problem; how to successfully transition Spanish speaking students into an English environment. Public school systems have generally adopted one of two approaches to this problem. One is to allow students several years to develop their English with lessons taught in both languages. The other is a total immersion program where students are thrust into English-only lessons with little time develop their second language. Both approaches have ardent followers with valid arguments for each approach.
Education is very important. There use to be a time when you didn’t have to go to school. When it was only important for men to have an education. Times have really changed. Now it is crucial for everyone in our society to have an education. Survival is the main reason: a cohesive society is another. Our schools today need to keep Bilingual education as a tool for teaching: not only for the sake of our society but also for the sense of our culture.
Children are vastly influenced by their elementary education. The fundamentals and basics of a child’s education begins with language, more specifically, reading and writing. These children are the future cognitively, socially, and physically and they should be provided with the most effective educational techniques available. While children are young, they should be provided with those techniques by starting at the beginning: foreign language. Children should learn a foreign language at the elementary school level.
Imagine being brought up in a family speaking only one language for your entire life and then you had to move to a foreign land where the language is different. If you had a choice of progressively learning this new language over the course of six to nine years or being put into a classroom and have to virtually teach yourself the language by listening to others around you which would you choose? Late exit bilingual education is a more effective form of bilingual education compared to the English immersion form of bilingual education in the fact that there are more benefits and less adverse effects. There are many reasons why late exit bilingual education should be the choice of public schools everywhere with high minority populations. One of the effects of late exit bilingual education is that the students would be able to maintain their cultural background instead of having to give up one or the other. Language is a big part of a person’s culture. Late exit bilingual education gives the non-English speaking students more time to master the English language which is not an easy language to learn in three years as the English immersion strategy teaches. The findings of the Ramirez team in 1991 evaluating the effectiveness of English immersion, early exit bilingual education, and late exit bilingual education further prove why late exit bilingual education is the one that needs to be used.
The face of English education is changing not always for the better. Education as a whole has made leaps and bounds in the last 50 years this has been assisted by many other factors including technology, new teaching techniques, better training of teachers among other things. One of the areas that have changed the most is English education. There have been three recurring issues that have been maintained over the last few decades. These are debates that have valid arguments on both sides of the issue which is why no real solutions have been proposed.
English, the language mostly of the colonizers during the British Raj became accepted to the higher strata, educationally, economically and socially progressive class of the Indian society during the post-independence period. English is the language of industrialization and modernization, and now it is the language of globalization. Observing the rapid change in the place of English in India Scrase remarked “english is recognized as an important global or international language, essential for professional employment and significantly, a key component of the cultural capital of middle class Indians”.
Sharma, B., 2008. “World Englishes, English as a Lingua Franca, and English Pedagogy”, Journal of NELTA 13 (2), pp. 121-130. Available from
For many years, the thought of English being the official language of the United States has come with a little controversy. Some argue that English should be the official language because it is the most dominant language in the world. Some believe by doing so, it would create a stronger unity among the American people. Proponents believe that although the United States is diverse, it may be too much for the American people to juggle multiple languages. Others believe that English shouldn’t be the official language and instead be one of many prominent languages that are widely used in our nation such as Spanish, French, and Chinese. I believe English should be the official language in the United States. However, I believe more emphasis should be placed on learning new languages especially among youths in school and during developmental stages.
Kachru, B. B. (1992). Teaching world Englishes. The other tongue: English across cultures, 2, 355-366.
As time goes by and as the global community develops, the world grows more and more international, making second or third language acquisition become necessary to the majority. With the growing importance of multiple language ability, more and more parents think of bilingual or multilingual education, which means acquisitions of two or more languages, for their kids. In fact, we do have many reasons showing why multilingual education is important and beneficial, such as aspects of interpersonal relationship, employment, brain health, and so on.