For example, in Switzerland, the home language may be French, Swiss-German, Italian, or Romansh, but most children learn one additional language very early, and by the time they graduate from secondary school, the majority of students are trilingual (CAL, 2014). As many people from other linguistic background are migrating to the United States, it is important that the school systems keep ELL programs available for the students in the public schools not only so the students can move freely in an English- language dominated society but because those students are the future of this great nation and deserve to have the same opportunities as English language student as well. To conclude ELL programs can be a very vital tool that public school systems can provide for English speaking students.
Every year, hundred thousands of students enter the United States from all over the globe: in the 2008/09 school year, over 672,000 international students came to this country. While many are here to pursue higher studies in college, a great number of international students enroll in primary education. It is during these elementary educational years that developing speaking and social skills are vital. Language barriers present a hindrance in doing this effectively. Hence, public schools have instituted bilingual programs like ESL... ... middle of paper ... ...ansition into a new environment, understand the interactions around them, and learn more pleasantly.
Do ESL programs provide enough “academic support” to all ELL students? Do ESL programs have enough tools to help students learn English? Some ELL parents complain that ESL programs do not help their child learn English. A successful ESL program is not based solely on the test scores, but also the ability to connect parents, teachers, and students together to strengthen tools that will help ELL students to learn a new language in reading, writing, and speaking. Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5).
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. In immersion programs children are allowed at most one year of English study before being placed in main-stream English-only classes. Proponents of this sink-or-swim approach often site the success of their forbearers who learned English without schools trying to accommodate them with native-language classes.
In 2009, there were 38,517,234 immigrants in the U.S. (Batalova and Aaron). In 2011, 23 percent of children from elementary school and secondary school in California had LEP, or limited English proficiency (Percent Limited English Proficient Student). Bilingual education is one way of teaching a child in his or her own native language while learning English at the same time (Bilingual Education). Schools should teach a child in their native language while teaching the child English because it helps preserve his or her culture, secure a better employment future, and bilingual students perform better in school. Even though bilingual education is expensive, costing 800 million dollars in 2011, it has raised test scores, increased the amount of money earned and increased the chances of getting a job and maintained the United States’ varied cultures (Peek).
“Bilingual education is a form of education in which information is presented to the students in two or more languages” (Michigan University 2013) .Nowadays bilingual education is extremely prevalent in the world. “. . .if we were monolingual in our mother tongues, we would not make a living. Becoming monolingual in English would have been a setback.
One hundred years ago, people did not leave their hometown, much less move their families into multicultural neighborhoods filled with diverse children from all over the planet. However, that is changing. With a more globalized world, minorities are finally represented throughout the country, and diversity is becoming more important than ever. In schools, some has been done to address this drastic reduction in prejudice and increase in opportunities. While completely integrating diversity into classrooms is a challenge due to differences in cultural behavior, and misconceived notions of diversity education, there are many studies which are benefiting multiculturalism and strategies created by these programs to create a truly globalized and united world.
The front doors of Chamberlain Elementary School in Goshen, Indiana are plastered with advertisements for GED courses for Spanish speakers and bilingual memos reminding parents of the upcoming parent-teacher conferences. Colorful posters in either Spanish or English, with the corresponding translation posted alongside them, deck the hallways. Over a third of the student body belongs to a linguistic minority group, with Spanish being by far the most common language. Thus, Chamberlain administrators and teachers face the daily challenge of meeting the needs of a diverse student body within the context of an English-speaking public institution. The school is well known throughout the area for its efforts in embracing diversity, projecting itself as a multicultural institution, and connecting with families regardless of their cultural background.
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 second language classes in middle school; German being my first language, I did not learn English until I was twelve. Children today face an ever increasingly diversified and multicultural world. Where broadband horizon and education are necessary, an effective way to ensure children's future success will be to incorporate bilingual learning into everyday curriculum through immersion, transition, pullout, and maintenance programs in public schools. Teachers in the 1960s were viewed as “capable professionals,” because they implemented creative lessons, individualized instruction, and had a flexible class schedule (Parkay, 2013).
The premise of this type of program is that first language skills are transferred to a second language. The change in bilingual education policies at the end of the twentieth century came about due to the understanding that it was essential to develop the home language and not just to maintain it. Academic proficiency in the home language is a must in order for those proficiencies to transfer to a second language. The late exit program falls under the developmental model umbrella. Students in this program remain in the program throughout elementary school.