Chapter 12 also emphasizes how the domain of the English language is associated with people that possess social or political power. They claim, “Because dialect variation tends to be associated with race, social class, and geographic region, the dialects of groups with less social power tend to be viewed as inferior or incorrect versions of Standard English” (Banks et al., 2012, p. 223). Banks et al., also mention the federal requirements of the new EL programs, the law for free education whether and student is documented or not, and the funding for protection of the EL students. Additionally, it explains the implementation of some instructional programs such as submersion, ESL (English as a Second Language), TBE (transitional bilingual education), and dual language programs and how they meet the educational needs of the linguistic diverse students in the US.
One topic that called my attention was the quality of education that this population is receiving and difficulties that they are getting from our school practices a...
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...h instruction in terms of content and language. As instructors we need to revisit the time that we spend with them and make an effort to integrate higher levels of language in conjunction with academic content in an effort to integrate academic English and critical thinking in our area of content.
Banks, J. A., & Banks, M. C. A. (2012). Multicultural Education: Issues and Perspectives.
Hoboken, NJ: John Wiley & Sons, Inc.
Baker, D. K. (2011). Effect of Reading Comprehension on Passage Fluency in Spanish and English for Second-Grade English Learners. School Psychology Review, 40(3), 331-351.
Callahan, R. M. (2005). Tracking and high school English learners: Limiting opportunity to learn. American Educational Research Journal, 42(2), 305-328. Retrieved from http://ezproxy.nu.edu/login?url=http://search.proquest.com/docview/200368076?accountid=25320
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