Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners
What a feeling! Learning a new language gives individuals a new way of thinking and feeling. Learning a new kind of language involves having total commitment and total involvement from students and teachers. In the article, Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners indicates there are various standard definitions that describe language (Billings, Martin-Beltran, and Hernandez, 2010). Language is used to communicate with others and is essentially human, but not limited to only human beings. As individuals learn English as their Second Language, they learn that language is acquired by all kinds of people in the same way.
Mostly children can adapt and/or learn a foreign language better than adults due to children developing language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Even though, second language learners have those instilled variables, it is imperative for the teachers to guide learning and set the conditions of learning.
Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions
In the article, Bilingual Children with Primary Language Impairment: Issues, Evidence, and Implications for Clinical Actions, Kohner (2010) indicate numerous school districts that have implemented bilingual programs to help the English Language Learners. Dual language programs enhance student outcomes and close the achievement gap of Second Language Learners (Coyoca and Lee, 2009). Dual language programs transform the experience of teachers into a caring and inclusive school community of all learners (Tanner and Tanner, 2007). This writer agrees that dual language programs are effective and help in boosting the achievement of English Language Learners.
There is one bilingual education program model called 90:10 at Houston Independent School District, in Texas. Houston Independent School District is the largest school district in the state of Texas (Kohner, 2010). The school district has over 210,000 students consisting of 54% of Hispanics, 33% of African Americans, and 10% of Euro-Americans. There are over 20 students per grade level that are English language learners. These students are accommodated by attending one way (labeled developmental bilingual - 50:50) and two way (labeled bilingual immersion - 90:10) bilingual programs to learn English as their second language (Kohner, 2010). The state of Texas has mandated the elementary schools to offer bilingual classes for English language learners.
The bilingual model (90:10) provides instruction to primary grade to higher grade levels for English language learners (Coyoca and Lee, 2009). The model begins with intensive instruction in the...