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Bilingual Education

Bilingual Education

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Bilingual Education

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  1. Bilingual Education By: Rachel McKee, Lina Aamodt, and Annette Williams

  2. Introduction • Miss Jensen’s class • Rose • Kids not accepting • Wasn’t “fitting in” • Had to help parents • Incorporated Spanish in the classroom • Kids more accepting • Wanted to know MORE • Fear

  3. Thesis • As the United States grows more diverse, bilingual education becomes a more appropriate program at apply in elementary schools. There are many ways to help integrate students of different cultures.  A few ways this is made possible is through modifying curriculum, creating an environment where the students teach each other, and teaching through example how to be more open-minded and accepting.

  4. Learning Languages While Young • When tested the students, that were taught a second language, seemed to have a deeper understanding of the English concepts than those that were not (Burt, Marina & Dulay, Heidi 72). • “Study after study has reported that children in bilingual programs typically outperform their counterparts in all-English programs on tests of academic achievement in English Or, at worst, they do just as well” (Krashen, 34). • English Only

  5. Success in Bilingual classrooms • classroom unity • inter-group collaboration • language rich context • practice speaking, writing, and reading

  6. Different Methods of Language Learning • Transitional bilingual education (TBE) • Developmental bilingual education (DBE) • Two-way immersion programs (TWI)/Dual Language approach

  7. Characteristics of a Dual Language Curriculum • Acquire a strong hold on both languages • An equal amount of instruction in each language and a mixture of cultures in one classroom • Teachers are always willing to translate if students don’t understand • Teachers make the classroom a comfortable learning environment

  8. Benefits of a Dual Language Curriculum • Gives all students a quality education no matter what language they speak • Students will have broader career opportunities as international boarders continue to fade • Does not slow the development of the student’s English and helps them relate other subject areas to each other (Lopez, 2006, p. 124)

  9. Bilingualism should be treated as an asset to be preserved and not an obstacle to overcome (Moran, 2005)

  10. References Burt, M., & Dulay, H. (1979). The Efficacy of Bilingual Education. Educational Evaluation and Policy Analysis. 1(5), 72-73 Krashen, S. (2005). Reviewing the Latest Evidence on Bilingual Education. Language Learner. 7, 23-25. López, M. G., & Tashakkori, A. (2006, Spring). Differential outcomes of two bilingual education programs on English language learners [Electronic version]. Bilingual Research Journal Online, 30(1), 123-145. Moran, R. F., Oboler, S., González, D. J. (2005). Bilingual education act. The Oxford Encyclopedia of Latinos and Latinas in the United States. Oxford University Press. Retrieved September 15, 2006, from http://www.oxfordreference.com