power point bilingual education final 2
TRANSCRIPT
- 1.Bilingual Education
A friend or a foe?
2. What led to the Bilingual Education Act?
On July 9, 1868 the 14th Amendment was created which, among other
things, guaranteed that no state shall make any law that denies all
citizens equal protection under the law.
In 1954 Brown v. Board of Education overruled separate but equal
and established that all children have the right to an equal
education made available on equal terms.
The Civil Rights Act of 1964 outlawed discrimination in any public
facility. Title VI in particular outlawed discrimination on any
federally funded program, signifying that all students have the
right to meaningful and effective instruction.
The Bilingual Education Act of 1968 provided supplemental funding
for school districts to create programs that meet the "special
educational needs" of large numbers of children of limited English
speaking ability in the United States.
In 1974 this act was amended defining bilingual education as
incorporating a students native language, separating it from ESL
and English immersion (Mora, 2005).
3. The Bilingual Spectrum
Bilingual Education
ESL or English Immersion
Teaching a child in his or her native language for academic
achievement and English proficiency.
Using none of the childs native language for the purpose of
assimilating him/her and having him/her gain proficiency
faster(Domestic Social Policy Division, 2001).
4. The Unz Initiative
The Unz Initiative was introduced in 1998 by Ron Unz and Gloria
Matta Tuchman in California. It maintains that since theCalifornia
schools do a poor job of educating immigrant children, which can be
seen in low English proficiency and high drop-out rates, bilingual
education should be outlawed (California Teachers of English to
Speakers of Other Languages, 2007).
5. What is Dual-Immersion?
According to Linholm (1997) two way bilingual education is the
marriage of bilingual education for language minority students and
immersion education for language majority students (p. 271). Dual
immersion programs include both native English speakers and
immigrants. They can have a language ratio of either 90:10 (Native
language: English) or 50:50 (Native language: English).
6. Two studies: ELL students in Dual Immersion
Collier and Thomas (2002) compared ELL students in bilingual
programs, dual immersion and in English mainstream.
Both the bilingual and the dual immersion programs consisted of a
90:10 ratio (90% target language: 10% English) or a 50:50 ratio
(50% target language and 50% English).
The finding of this study was that ELL students involved in one of
these types of programs tended to graduate high school above the
50th percentile.
When looking at 5th graders they found that students without any
type of bilingual education had lower reading and math scores than
those who did(Collier & Thomas,2002)
Ajuria (1994) also looks at ELL studentsin dual immersion programs
and the mainstream comparing both voluntary English participation
and test taking.
After some time those ELL students in dual immersion saw an
increase in their English participation.
On the other hand, no increase in participation was seen in the ELL
students in the mainstream.
In her study of test taking she found that test resultson the Iowa
Test of Basic Skills were higher for the ELL students in dual
immersion than those in mainstream (Ajuria, 1994).
7. What other arguments exist that are pro-bilingual
education?
Greene (1998) describes how advocates of banning bilingual
education base their view on a limited selection of literature that
is often distorted.
Using fourstandards for quality research he found 11 out of 75
studies that met the standards for quality research.
He forms his final conclusions from the test scores of 2,719
students, where 1,562 were enrolled in bilingual programs.
In looking at the results he found that the benefit of using the
childs native language in instruction measured a .18 standard
deviation on standardized test scores.
His final conclusions are that Bilingual programs produce a .21
standard deviation improvement on reading tests and a .12 standard
deviation improvement on math tests measured in English (Greene,
1998).
Martin-Beltran (2009)looks at the benefits of bilingual education
from a linguistic developmental and social perspective.
She shows us how bilingual education is not only better for
developing a deeper language proficiency, but also utilizes a
childs background to make learning important and meaningful.
In her study she observes the interactions within a bilingual 90:10
classroom.
In her observations, she found four recurring behaviors which help
build analytical skills,critical thinking skills, collaborative
skills, creativity and confidence. All of these help children
obtain better test scores.
These behaviors include (1) the interplay of two languages as
academic tools, 2) the recognition of learners distinct expertise
and linguistic funds of knowledge, 3) opportunities for
co-construction of knowledge, and 4) student and teacher strategies
that called attention to language. (Martin-Beltran, 2009, p.
31).
8. So what influenced the Unz initiative?
Many people who are against bilingual education referto studies
that portray how ELL learners who go through bilingual education
have a much lower English proficiency as well as general academic
achievement in all areas.
Someof these studies do suggest that the differences in achievement
between ELL students in the two programs (bilingual education vs.
ESL and English Immersion) decrease as time goes on, however the
differences are still evident.
9. Lets compare Literature
- While Greene (1998) discusses how opponents of bilingual education base their opinions on flawed studies, Jepson (2009), on the other hand, describes how proponents ofbilingual education base their debate on beliefsvs. empirical evidence (p. 3).
10. In his study, based on empirical evidence, he analyzed the results of 500,000 1st and 2nd grade ELL students on the California English Development Test (CELDT). 11. He found a .3 deviation between those who were in bilingual education and those who were in the programs that instruct only in English. In his study he also notes that the deviation was reduced to .1 in 3rd,4th and 5th, however a difference still remains. 12. In his study he also mentions that this phenomenon is similar for ELL students who participate in two-way bilingual education as well as dual-immersion programs (Greene, 1998).