Maintenance Bilingual Education For Heritage Language...

Maintenance Bilingual Education for Heritage Language...
Introduction According to the 2010 U.S. census the Latino community makes up 16% of the
country's population and grew 43% from 2000 (Humes, Jones & Ramirez, 2011). Within this large
community there is great diversity both culturally and linguistically (Schreffler, 2007), from newly
arrived immigrants to individuals whose families have been established in the region for
generations. Most bilingual education programs are targeted towards English language learners
(ELL) with the purpose of acquiring a second language (L2). In the recent 15 years there has been
an increase in dual language immersion (DLI) programs which is also known as two–way
immersion (TWI), with an aim to provide bilingual education to monolingual Spanish and English ...
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Theoretical Framework
Dual language immersion The main purpose of dual language immersion programs is to promote the
country's language competency by tapping into the resources that native Spanish language speakers
bring into schools and promoting the learning of a second language by English speakers (Christian,
1996). This objective is achieved by integrating typically monolingual Spanish and English students
into a content–based instruction in both minority and majority languages (Christian, 1996).
Although DLI programs may vary in design and implementation they are all centered on three main
goals: (1) bilingualism and biliteracy from all students, (2) on or above level academic achievement,
and (3) positive cross–cultural awareness and attitudes (Christian 1996). DLI is designed to be an
inclusive model because it does not aim to assimilate, segregate or disregard the heritage language,
in this case Spanish (Lara–Alecio, Galloway, Irby, Rodriguez, & Gómez, 2004). DLI programs
usually are set up to have a balanced class between monolingual Spanish and English speakers to
allow the novice students to learn from the experts, but due to population variance this is not always
implemented (Christian, 1996). Some programs take the language
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Hawaiian Language Immersion Program
Did you ever experience having a family member be your teacher? Well, I have. My aunt, Kapolei
Kiili was my teacher in Kindergarten and is now my teacher again in high school in the Hawaiian
Language Immersion Program that I've been in since preschool. My parents chose this program for
me because they wanted me to learn something that they couldn't learn in their own childhood. My
dad and my aunt grew up together from when they were babies. Having my aunt become my teacher
has been a great experience. She attended University of Hilo for 6 years and 1 year and a half at UH
Manoa. Upon my arrival, I noticed she was standing tall and confident in a thin polka dot long
sleeve and jeans pants. However, this level of calm and intelligence was a ... Show more content on
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I've been living my whole life with internet and mobile cell phone. I can't imagine how she got her
work done without them! I guess that means she used the library a lot because she told me that she
worked in a lot of study groups. "I interacted with a lot of people face to face and this helped me to
make a lot of friends." I am also amazed that she got a $4,000 scholarship after graduating from
high school to help her pay for college. Being from a poor family, no one could help her pay for
school, but this did not stop her from achieving her goals. "The biggest struggle was making sure I
had enough money to pay for school every semester." Her good grades helped her to earn a lot
scholarships and she qualified for financial aid help. She also had to work really hard to budget her
money. Sometimes, eating saimin for a week was one example of a sacrifice that she

Essay about The Debate Over Bilingual Education and...
The Debate Over Bilingual Education and Immersion Programs
In recent years, the debate over whether bilingual education or immersion programs (such as
English for Speakers of Other Languages) better serve the needs of limited–English–proficient
(LEP) students in the United States has been heating up. The increasing need for such services
insights passionate supporters and opposition to rise up against one another in the fight over which
is better. Advocates of bilingual education stress the value in helping students retain and even
enhance proficiency in their native language, while at the same time gaining proficiency in the
English language. Critics of bilingual education, however, contend that such programs only "keep
students in ... Show more content on Helpwriting.net ...
A Little History Lesson
Bilingual education is not new. Contrary to popular belief, bilingual education programs were not
products of the 1960s. In fact, they aren't even products of the twentieth century. The first state to
actually pass a bilingual education law was Ohio, in 1839 (History of Bilingual Education, 1998).
The law was for German–English bilingual education, and was passed as a result of a strong
parental initiative. By the end of the nineteenth century, about a dozen states had passed similar
laws, and in many other states such instruction was offered, although it had not been sanctioned by
the state. During the World War One era, however, as the loyalty of non–English speaking
Americans came increasingly under suspicion, many states decided to enact English–only
instruction, in an attempt to Americanize non–English speakers. As a result, during the 1920s the
bilingual education program had been almost completely dismantled.
In response to the apparent failure of English–only instruction, the United States government passed
the Bilingual Education Act in 1968, providing federal funds to local school districts, in an attempt
to promote the incorporation of native–language instruction into school curricula. The government
felt that, "leaving LEP students to 'sink or swim' in English–only classrooms made 'a mockery of
public education'"(History of Bilingual Education, 1998). Recognizing the civil rights of LEP
students to have available to

English Learner Population Across California And L.a
English Learner Population across California and L.A.U.S.D According to California of Education
(2011), 23.2 percent of total registration of students in California public schools are English
language learners, and a 71 percent mainstream of these English learners are registered in the
elementary grade levels with 29 percent being registered in the secondary grade levels and a less
than 1 percent being put in an ungraded category, and according to LAUSD EL Data Dialog &
Inquiry (2011), as of 2009 33 percent of the Los Angeles Unified School District (L.A.U.S.D.)
students alone are English language learners, and of these 33 percent an approximated 94 percent
are Spanish speakers and the other 6 percent is made of up many other languages fluctuating from
Armenian to Russian.
School Programs Offered "Following the Immigration Act of 1965, legislation was passed to
contribute the public schools in dealing with the influx of non–English–speaking students. Title VII
of the Elementary and Secondary Education Act of 1965 supported programs for educating these
students, including transitional bilingual education programs" (Echevarria and Graves 2011, p.350).
This Act did not fully articulate how to go about educating these students, so an unclear message
was received or not received in whether there was going to be a process of their first languages or a
complete transition to English. "The outcome was that most ELs were consigned in English–only
classrooms without suitable

What Are The Advantages And Disadvantages Of The English...
English Language Learners There are many English Language Learners who may be at a higher
disadvantage because they are learning English as a second language. Being introduced to any
language is a challenging task for all small children; consequently, students who cannot
communicate with any school staff members are often left behind. Due to the variety of languages in
a school setting it would be difficult to have a dual immersion program set in place. However, in
Kern County, there are many small towns whose population is primarily Spanish speaking. These
town's students are faced with many difficulties as they try to adjust and transition to English
because a lot of their parents do not speak English themselves. Schools with a high population of
Spanish speaking students should offer a dual immersion program because it will provide their
students the necessary tools to become proficient English language learners.
Difficulties
Many times, school faculty may feel that incorporating a dual immersion program may be confusing
for students. They feel that their primary goal should be to learn English and there should be no
distractions. In the past, due to these conflicting ideas, "Most schools did away their long–term
bilingual programs, even though, prop 227 didn't actually outlaw learning in a foreign language"
(Mongeau, 2016). Students would benefit from learning two languages because they may need to
follow instruction in their first language to understand the

A Brief Look at Bilingual Education
Bilingual Education– Two–Way Immersion programs According to Martinez–Wenzy, Perez &
Gandara (2012), two major research by the National Literacy Panel (NLP) and the Center for
Research on Education, Diversity and Excellence (CREDE) on effective approaches in the education
of ELLs, found that Reading, spelling and writing instruction in the home language facilitates
achievement in English. The same authors also found, that ELL students who receive instruction in
their Native language outperform their peers in English–only programs (as cited in Martinez–
Wenzy, Perez & Gandara, 2012, pg. 10). Two–Way Immersion (TWI) programs, although originally
developed to help English–speaking students learn a second language, aim to provide the necessary
support for both English speakers and minority–language speakers to become bilingual, biliterate,
and biculturate. Ideally, a TWI classroom is composed of 50% Native English speakers and 50%
speakers of a minority language (ex. Spanish, or Vietnamese), were both groups learn reading,
writing, and content area in both languages, beginning with instruction in the minority language
(90/10 model where 90% of instruction is in the minority language and 10% in English), and
eventually introducing English until instruction in both languages is equal (50/50 model). Although
there are variations to this model, most programs aim for a 50/50 model either gradually, or from the
start of the program. Lindholm–Leary and Hernandez (2011) point out

The Pros And Cons Of Bilingual Education
I support bilingual education because it can be an effective pathway for foreign language speakers to
learn the English language. I am in favor of the two–way immersion method as a bilingual education
application in the classroom. According to Hadi–Tabassum, "Two–way immersion (TWI) bilingual
education is an integrated language immersion program in which students who speak a majority
language, such as English, study and learn together in the same classroom with students who speak a
minority language....Both the language majority and language minority students learn the two
languages simultaneously and acquire academic content knowledge through both L1 (English) and
L2 (Spanish, Korean, etc.). Dual immersion education is another term used more often to describe
TWI bilingual programs but both terms signify the same type of bilingual education program in
which two distinct sociolinguistic student groups are fully immersed in learning both the majority
and minority language across all content areas and within the same classroom setting." (4). As one
can imagine, it can be very difficult to learn a completely new language in a short period of time,
therefore, the two–way immersion method is a great way for students to learn a new language, while
still being able to communicate in their primary tongue and not being forced to acquire new
knowledge without the ability to communicate effectively in the new language being learned.
Hadi–Tabassum also states that, "The fundamental aim

Bilingual Vs. Foreign Language Skills Essay
Final Paper In today's increasingly globalized world, the ability to speak a second or multiple
languages provides a wide range of benefits. Since people who have foreign language skills surely
spent much time not only in studying the language itself but also in engaging with its culture, they
can see things from other different perspectives, not from a single perspective. The latest study
actually shows that bilingual children are more capable of understanding others' perspectives than
those who speak only one language (Whyte, 2016). Moreover being multilingual can also prevent
Alzheimer's and other diseases that affect the brain. In the international business world, workers
who can speak foreign languages have more flexibility to choose their jobs than monolingual
workers. Foreign language skills allow people to communicate with each other and to negotiate
more successfully. Foreign language skills also can be a useful tool to fill a gap between different
cultures, which leads to the success in building a good business relationships. English is the
accepted first language of international business, and because of this, Americans may feel foreign
language is unnecessary. However, Americans who lack foreign language skills will face
competition for jobs as more and more well–educated graduates who are multilingual from Europe,
China, India, and many other countries are entering the global job market. The United States is a
monolingual nation. In this increasingly

Integrating A Dual Language Immersion Program
Based on the information presented by Rhodes, Ochoa, Ortiz's "Assessing Culturally and
Linguistically Diverse Students a practical guide" I would develop a Two Way Dual language
immersion K–12 program involving a Late Exit Transitional Bilingual Education element. I
visualize a Dual Language Immersion as program that provides education in two languages for
English speakers and non–native speakers of English. In a Two–Way ninety–ten system or program
in which monolingual English–speaking students acquire the school curriculum together with non–
native speakers of English; a portion of the instructional day is taught in English and another portion
is in Spanish. In a One–Way – ninety–ten system or model it will follow the same model as the
Two–Way with the only difference being the classroom structure. Classroom structure consists
primarily of non–native speakers of English. The ultimate goal of this model aims for additive
bilingualism, biliteracy, above average academic achievement in two languages, and
multiculturalism for all students in grades K–12th. The bilingual program clearly follows the
Bestever Charter Schools Transitional Model defined as: K–1st – 90% Spanish and 10% English
2nd – 80% Spanish and 20% English 3rd – 70% Spanish and 30% English 4th – 60% Spanish and
40% English 5th – 40% Spanish and 60% English 6th – 10% Spanish and 90% English I believe that
all students, including English Language Learners: would be taught all day by a certified teacher
who

Positive Benefits Of Bilingual Education
There have been many informative studies information regarding the advantages of learning two
languages. Bilingualism is a continually growing issue in the United States. Being bilingual as a
child enhances knowledge so steps taken to promote bilingual education are very important.
Children are not exposed to bilingualism even though the benefits have been well established.
Dual Language education is increasing throughout the United States giving students at a young age
an advantage over their monolingual peers. Different research studies resulted in a major success by
proving that "bilingual children outperform monolinguals in a wide array of cognitive and
language–based tasks" (Wallstrum 16). Dual language immersion is defined as fifty percent of the
non–English is used for the instructional part of the day, and the other fifty percent is spoken in
English. The purpose of these immersion schools is to promote fluency in the foreign language
while also performing at their grade level in that language.
Parents are the main reason why kids in these modern times are only primarily speaking English.
Many people have a strong opinion against the teaching of bilingualism in America, especially
starting at a young age. The reason for this is their own ignorance. They fail to seek further
information on the topic and see the positive benefits that result. The benefits of bilingual education
surprisingly are not tolerated by everyone, and that is a big reason as to why it is not

A Dual Immersion Program For Hispanic Children From...
This quarter I am continuing my observations with Heather Cyrus from Barbour Dual–Language
Immersion Academy. She is a unique second grade teacher for Spanish and English speaking
students. In my prior fieldwork assignments, I have not met another teacher who has been so ahead
of her peers in evolving the classroom for successful, 21st century education.
Barbour runs a dual immersion program for Latino children from kindergarten through eighth grade.
Starting in the lower grades more Spanish instruction is the main concentration with English
incorporated more and more each year. The classrooms are split as evenly as possible with English
speakers and Spanish speakers of all backgrounds and ethnicities. The average class size is 26
students ... Show more content on Helpwriting.net ...
Her philosophy of learning is "ever changing" and she believes "the learner is the most important
piece of the puzzle..." . (H. Cyrus, personal communication, January 20, 2017) She works
continuously with the other second grade teachers in a team to set the plan on the standards and how
they will meet them each year. They do not follow a curriculum, but the Common Core State
Standards (CCSS) with the Essential Learning Outcomes (ELO) and Depth of Knowledge (DOK)
levels. The curriculum Math Investigations is offered in the district for her grade level, but it is not a
main focus for her lessons. She utilizes curriculums provided by the district as resources and
supplements for lessons alone.
When sitting down with her fellow teachers, they do what's called "unpacking" the standards.
Project– based lessons are built in putting as many subjects in to the units as possible. With ESL
students, vocabulary is a large part of their unit design and plays a significant role in Spanish or
English in teaching students to understand the lessons. There are pretests devised based on these
objectives and units for each teacher to determine the needs of their students in their particular
classrooms.
Like most teachers, she supports the CCSS but does acknowledge the flaws of their implementation.
In our interview Heather tells me, "the CCSS are not developmentally appropriate, ...often times
social/emotional standards are less emphasized, ... the amount of CCSS we often are

intend to expose in their studies how Educational...
intend to expose in their studies how Educational Neuroscience can reshape educational policies and
practices in teaching and learning the core content areas, especially in timing and sequencing
content exposure. One approach was to study whether exposing a young child to two languages
caused delay in language development and language confusion. Studies revealed that the optimal
age for dual language development was before age five. Children were not delayed in phonetic
contrasts acquisition. Imaging brains of monolingual and bilingual infants revealed that both groups
presented similar neural activation. Regarding reading in bilingual children studies showed that
children experiencing bilingual education in primary grades outperformed ... Show more content on
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The results are consistent with the notion that both groups exhibit different development of brain
networks associated with the control of executive functions.
Dr. Tom Schweizer, a neuroscientist in St. Michael Hospital in Canada studied the effects of
bilingualism in patients with Alzheimer's disease. He chose a sample of patients with similar
background, education, and disease cognitive detriment. Half were monolingual and half were
bilingual. Using CT scans and cognitive evaluation he found that even though bilingual patients
showed twice as much atrophy, they performed as well in the cognitive test as their monolingual
counterparts with less atrophy. This may be explained by the fact that bilingual individuals have
developed enhanced neural networks or pathways, also called neural reserve, when switching from
one language to another or suppressing one language from another. Dr. Schweizer explains that
though bilingualism delays Alzheimer's progression for about five years it does not prevent it.
Alladi, et. Al. in 2013 in an effort to identify the association between bilingualism and age at onset
of dementia and its subtypes ran the largest study with case records of 648 patients with dementia
(391 of them bilingual) "The age at onset of first symptoms was

My Purpose Of School
At some point in our lives we have all asked the question "What is the purpose of school? Why must
I learn this?". Some say school is simply preparation for employment and for the rest of our lives. I
enjoy school; however, I have always found it to be rather difficult and pointless being in the French
immersion stream and this was due to the lack of help I received from my mother and father unlike
many of my peers whose parents attended university and spoke both English and French fluently.
Everyone faces a variety of challenges and I have always tried my hardest to do my best and
overcome any challenges I face in order to succeed as well as make myself and my parents proud. In
elementary school, I discovered my weakness for French. It was the subject I abhorred; reading,
spelling and grammar were concepts I could not grasp. As a result of my academic struggles, I
would often become frustrated and cry. Perhaps what had stained my academic experience the most
was in sixth grade, our teacher invented a game called "Autour du monde" A game where we would
go around the class answering grammar questions that were given to us with the objective of
improving our French. I waited in vain for my turn to be over, only then to be made fun of by my
teacher and peers when I couldn't conjugate a verb in passé compose. It was humiliating that my
teacher who was supposed to support and inspire me to do my best, was instead putting me down in
front of all my peers. My parents had

Implications Of Dual Language Immersion
Dual language education benefits both English dominant students and English language learners
with a goal of helping students to become bilingual, bicultural and biliterate. This paper will explore
the Implications of Dual Language Immersion programs in US schools. While dual–language
education has existed in the United States for roughly two centuries, and it reached its height of
popularity in the 1970s, the use of dual–language education in public schools has declined
significantly in recent decades due to legislative actions that have sought to limit its use. When used,
dual–language education is generally seen as a way to ensure that non–English–speaking students,
or students who are not yet proficient in English, are given equitable opportunities to succeed in and
complete their education. While schools and teachers may use a wide variety of dual–language
strategies, each with its own specific instructional goals, the programs are typically designed to
simultaneously develop English fluency, content knowledge, and academic language–the
knowledge, skills, and cultural proficiencies needed to succeed in an academic program.
The overview of Dual Language Programs which there are four main types, one of them are two–
way dual language programs are made up of ELLs fluent in the partner language and English–
speaking peers. Developmental, or maintenance, bilingual programs which enroll primarily students
who are native speakers of the partner language. Foreign language

Persuasive Essay On Bilingual Education
In 1967, a senator in Texas named Ralph Yarborough introduced the Bilingual Education Act.
Through this act, the federal government was to provide funds to schools to have bilingual
educational programs. The act primarily focused on Spanish speaking children, but later was
amended to benefit other children as well (Glavin). Several states in the United States opposed
bilingual education–and in 2002, Initiative 31 was on the Colorado ballot. Initiative or Amendment
31, required schools to be taught only in English (figure 1). Parents were given the option to request
bilingual education, but it would be extremely difficult for it to be accepted, due to schools having
the right to deny their request. Instead, non–English speakers would be placed in an English
immersion program. In this program, students would be given a year to learn English and later move
to a normal classroom ("Amendment 31"). On November 5, 2002, the initiative was rejected by 55
percent (Benz 1). Considering the rejection of the initiative, Colorado began adapting programs to
assist English language learners (ELLs). Nonetheless, dual–language education remains highly
controversial. While bilingual education has many positive outcomes, we cannot ignore the fact that
it is not 100 percent effective. Not every child learns the same; therefore, bilingual education does
not provide equal opportunities for everyone. Instead of completely throwing bilingual education
out the window, we should turn to alternatives

Dual Immersion Program : A Innovative Bilingual Education...
Dual Immersion Program is one of the innovative bilingual education program, meaning what
develops the high levels of academic proficiency in the students on both learning languages
(Thomas and Collier 2002; Lindholm–Leary 2001)4. Other common used terminology used for one
of the variations of this type of program model is Dual Language Program, Dual Language
Immersion, Two–way Dual Language, One–way Dual Language, Partial Immersion, Full
Immersion, etc.
The instructional model of DIP promotes the development of bilingualism, biculturalism, and bi–
literacy in English, and another global language (in this case, Spanish, Mandarin and Vietnamese).
According to TAC §89.1225 (h)(i)(k), academic subjects are taught to all students through both ...
Nowadays, in USA exist two major variants of the DIP models referred to as the 90:10 and the 50:50
models. The principle distinguishes between these two variations is the distribution of languages for
instruction. The amount of time spent in each language varies across the grade levels in the 90:10,
but not 50:50, design.
1. In the 90:10 model, at the kindergarten and first grades, 90% of the instructional day is devoted to
content instruction in the target language (for example, Spanish or French or Korean) and 10% in
English. All content instruction occurs in the target language, and English time is used to develop
oral language proficiency and some pre–literacy skills. At all next grade levels the portion of the
target language has gradually increased oppositely to English language what portion of the
instruction has decreased. For example, students might be studying academic subjects as
mathematics, social studies and science in the target language, and language arts in both languages.
In the 5–6 grades, the students' instructional time becomes equal between English and the target
language.
2. ln the second model, used in AISD , 50:50 model, students receive 50% of their instruction in
English and the other half in the target language all years of the elementary school. At first, the
literacy instruction of the starts students in their primary language and then add on the

Prop 227 Points of Contention Essay
What are the main points of contention surrounding this issue? Be sure to thoroughly discuss
contrasting perspectives and the underlying reasons explaining the different positions people take on
this topic.
The main arguments surrounding Prop 227, is whether or not bilingual programs should be in
schools in California. Some argue that having bilingual programs doesn't help the student to learn
English, it just reinforces their native language. Also it has be said that test scores supposedly did
not improve in the bilingual programs. On the other hand though, people are arguing that the
English Immersion programs do not work because for smaller children they must learn how to read
and write in their native language to be able to ... Show more content on Helpwriting.net ...
The problem with both bilingual education and English–as–a–second language instruction in the
United States lies in our unwillingness to treat English for non–speakers as an academic subject
(Haas, 2007). While the bilingual programs in California are thought to be mostly for people who
speak Spanish, there are also Asian students that need to be taught proper English before continuing
their education. As one anonymous teacher points out: "I have had 32 different languages spoken in
my classroom over a 25–year period. Eighty–four languages are spoken in our district."(Anon 1998
& Haas 2007). Which for most teachers mean that it is both educationally and economically
impossible to teach every student in their own native language.
In contrast, the people against Prop 227, state that the Prop creates too much chaos and does not
support every learner. "Adaptations and modifications are not allowed for non native English
speakers (i.e. all public school instruction will be conducted in English)" (Linton, 2007). The change
from bilingual education to English Immersion was of great confusion for both students and parents,
due to the sudden change in consistency between districts, school, and teachers. Prop 227 threatened
teachers and administration with legal penalties if they tried to teach or a help a student in a foreign
language. Some that are opposed to Prop 227,

The Dual Immersion Program: Combining Spanish and English...
For years, English was the dominant language of the United States. Now, demographers are
predicting that in the year 2030, English language scholars will only be approximately 40% of the
schools population in the United States. California has already surpassed that amount; 60% to 70%
of the students speak a language other than English for their main language. Many think that
Hispanics is the fastest growing group, in the United States, but they are actually the second highest,
next to the Asian population.
More teachers are trying to learn Spanish, but there are still many that do not understand the
language. For years, researchers have been trying to think of a new way to teach Spanish–speaking
students the English language. There ... Show more content on Helpwriting.net ...
Language development is usually taught to the child by the parent. In most cases, the parent teaches
them the dominant language of their household, whether it is English, Spanish, Asian, etc. Many
immigrants, from Spain, are moving to the United States so some of the children are being taught
Spanish even when English is the dominant language of the town/city. This becomes a problem
because there are not many schools that consider Spanish as the dominant language.
Schools do not have a class just for Hispanics. The foreign student has to be put in a class where
they have no idea what is happening around them. This especially confuses the student, and puts
them in an awkward position. In addition, the teacher tries to include them, but they cannot speak
their language in order to interpret anything (Bowen).
When being put in this position, the student might go through a silent period. They feel embarrassed
in front of others because they do not know the language as well as others. In addition, when they
first start to learn the language, they focus on listening and comprehension. By doing this, they have
a habit of being listeners, and focusing on the language, rather than trying to speak the language
themselves. The younger the child is, the longer the silent period will last. For example, if the child

Graduation Speech : The Spanish Immersion Program Essay
Growing up, I received a good education and was lucky enough to be included in the
Spanish Immersion program. Here I was taught two languages at once. In Elementary School, I
grew up speaking and learning in Spanish for half the day and the other half in English. I was also
involved in Ignite, which was a program that you would attend for half the school day every two
weeks, it was a program for "advanced" students, where you got to learn things that you would not
normally do in your basic classes. In middle school we were divided into "gifted" and "non–gifted,"
depending on how smart the teachers and even some tests said you were. Depending in which group
you were in, you learned different things at different paces. We would read higher level books, at a
faster pace than the other classes. Once I got to high school we had "honors" and AP classes and
even just normal classes. You were able to sign up for the ones you pleased, and at this point, people
knew where they belonged and knew which classes to choose. In these higher level classes, a lot of
the time you got some of the better teachers, and you even had the opportunity to learn different
subjects than the other classes. Again, these classes would go at a faster pace, and you would read
and work with more advanced readings and assignments. Students participated in these difficult AP
classes to not only raise their GPA, but to also get a chance to earn college credits in high school, for
a much cheaper cost. For the

Learning A Second Language Education Essay
We live in a world surrounded by people of various cultures, countries, and ethnicities, who all
speak different languages. As a young child, I attended a Spanish immersion program through my
pre–school and elementary school. I was absorbed into a new culture much different from my own. I
grew up learning words in Spanish before I knew them in English. I also developed unexpected
friendships, spending much of my childhood in Spanish speaking households. As a college student, I
look back on this time and greatly appreciate the skills and lessons I cultivated from learning a
second language. Second language education should be required in elementary schools. Learning a
second language leads children to become successful students with prosperous futures and connects
people of different cultures. Studies have shown that students who receive second language
education do better on standardized tests. A study conducted by P.W. Armstrong and J.D. Rogers in
1997 declared that third–grade students who received thirty–minute lessons in Spanish three times a
week, scored higher on the Metropolitan Achievement Test in the subjects of math and language
than their peers who did not receive Spanish education (American Council on the Teaching of
Foreign Languages). Another study that took place in 1981 by P.A. Eddy shows that students who
have received second–language learning, do better on SAT sub–tests and on the verbal section of the
SAT than students who did not study a second

Dual Language Immersion Paper
In order to improve educational outcomes of ELL students, the school district Z needs a dual–
language immersion method rather than a bilingual education. The top three policies I would
propose to the local school board for dual–language immersion would be: academic/ cognitive
enrichment, enhanced intercultural relations, and competence in two languages. The program
provides the same academic content and addresses the equivalent standards as other educational
programs. The dual–language immersion program will hopefully close the academic achievement
gap between ELL students and their classmates.
California public schools are where a majority of English learners are concentrated. Therefore, by
implementing these policies at public schools and charter schools the policies would resolve specific
problems for ELL students. This educational approach of education will produce students who are
culturally and academically capable in two languages and who also value cultural diversity. All
students regardless of primary language will be held to the same high academic standards. The
program should include elementary, middle and high school level students. Rather than having ELL
students separated, they will be able to remain in the same classes as non–English learners, to
develop their academic growth in both ... Show more content on Helpwriting.net ...
Hopefully by catering to an array of interest group will add legitimatize to our cause and will raise a
lot of funding. Funding would be key in order to demonstrate to the school district that there is a
massive need and demand for dual–language immersion programs. The issues the interest groups
would raise are that many believe dual language immersion is just another program to help ELL
students or that it is an elite program only for gifted and talented

Hawaiian Language Immersion Program: Personal Statement
Being a student under the Hawaiian language Immersion program for my entire life not only
allowed me to become fluent in the language of my people, it also allowed me to witness the
injustice that dictates every aspect of their lives. From learning extensively about my heritage and
the struggles of my ancestors, I recognized from a young age that this injustice emanates from
institutions that intend to subjugate my people. The suffering of my people is embedded within my
identity, and I will dedicate my life to ensuring that our subsequent generations thrive as our
ancestors once did.
I am very fortunate to have been born into a Hawaiian family that can afford the opportunities for
me to become successful, and I intend to support those who were not. In Hawaiian, the word
kuleana means responsibility, which is considered a crucial value within my heritage. My ancestors
always fulfilled their kuleana to themselves, their families, and their community with diligence and
respect. Growing up among the hardships of my people allowed me to understand that my kuleana is
to gain the education and experience needed to direct them towards progress. In fulfilling my
responsibility to my people, I aspire to attain a career that involves creating ... Show more content
on Helpwriting.net ...
Throughout Scholar's Week, we developed leadership and writing skills, discussed the issues that
our people endure and how we should address them. We were also able to learn of the career and
internship opportunities for Native American and Hawaiian scholars. Participating in this experience
reinforced my goal of pursuing a career in public policy in order to guide and advance the Native
Hawaiian community. This experience also invigorated my passion of working collaboratively with
others to have a positive impact on the

The Negative Effects Of Bilingualism In Education
In a country such as Canada, having two official languages makes it nearly impossible to avoid the
topic of bilingualism. Anyone who grew up through education system in Ontario likely has strong
opinions about the value of being able to speak both English and French fluently. Those opinions
may be strengthened further once a resident is faced with the challenge of deciding which
educational stream to apply their children to. Immigrant families have it more difficult in that their
children are already learning their native language and English when they arrive, and then they may
be required start learning French as well. Along with these social implications of bilingual learning,
there are also psychological issues that come up. There are helpful effects and some that are not so
helpful that result from trying to learn two languages, this paper serves as a means to display both
the benefits and the drawbacks related to bilingualism and the bilingual learning process.
Learning more than one language at once constantly requires that the learner be incredibly adaptable
and responsive. This means that their executive control system is much more stimulated while
learning than that of their fellow students who participate in a monolingual program. If this is indeed
the case, it could also be that this more active system is strengthened, giving a student in such a
program an advantage over other students (Bialystok, 2008). If implemented properly, many of the
negative effects of

Tow Way Immersion Education Programs in the United States
Introduction
Since the 1960s, two–way immersion (TWI) education programs have existed in the United States
and have recently seen a surge in growth in the last two decades. Consistent research results have
caused many educators, administrators and parents to recognize the benefits associated for all
students involved in these programs, which has encouraged the expansion and implementation of
these types of programs across the US. In addition to the need to educate the vast growing minority
language demographic in the US, bilingual education leads to academic achievement for all
involved (Lindhold–Leary 2004). If the research clearly shows that TWI programs not only help the
language–minority groups but also the language–majority groups to achieve at or above–average
grade level academic success in two languages, then why aren't all parents urging their school
administrators to implement programs in their kids schools? Although the number of TWI schools
has grown significantly since the first one opened in Coral Gables, FL in 1963, the lack of common
knowledge of the existence and success of these programs is one of the main factors to blame for the
slow evolution of our schools into TWI based schools.
Components of TWI Programs
TWI programs differ from traditional schooling in the fact that they combine students from the
language–minority and language–majority (English in the US) in the same learning environment for
all or most of the school day and strive to promote

Two-Way Billingual Immersion Programs Create...
Two–way bilingual immersion programs not only create higher achieving students, but also more
equipped and confident students. Academically, TWBI students receive higher grades because of the
curriculum. Furthermore, 87% to 93% of past TWBI students stated they would not drop out
(Lindholm–Leary). Indeed, the knowledge gained allows students to become more resilient,
adapting to the new language; independent, figuring out the language themselves; and confident,
taking pride in bilingualism. The TWBI program not only teaches another language, but also another
culture. One of the programs goals gears students toward culture awareness by exposing other
countries' custom through songs, dances, and holidays. With this education upon the ... Show more
content on Helpwriting.net ...
The programs should also start from Kindergarten to Eighth grade, so students can not only have
sufficient time to become bilingual, but also have the opportunity to either continue that language in
advance placement classes in high school or learn another language in their four years of high
school. The program will function with at least thirty–percent of one language group with the other
language group in the same class room, despite the program's preference for half and half (Alanís &
Rodríguez). There are two different types of two–way immersion to choose: 90:10 and 50:50. 90:10
programs commence with 90% instruction of the foreign language, gradually leveling to 50:50 by
fourth grade. In the 50:50 model, both languages receive equal amount of time across all eight years.
While both types of programs allow students to perform higher on test than any other program,
90:10 students tend to score higher and be more fully bilingual than students in 50:50 (Lindholm–
Leary). Iliana Alanís and Mariela A. Rodríguez also remarks, "the 90/10 model requires an initial
emphasis on the minority language because this language is less

Essay How to Give American Students a Billingual Education
Imagine what Christopher Columbus first said when stepping on American soil. Perhaps he said:
"This land holds great promise." Whatever he said the more fascinating question to ponder centers
around what language did he speak, for Christopher Columbus, a multi–linguist, knew Italian,
Spanish, and Portuguese. So what happened to the diversity of languages in this land of promise?
Many foreigners contribute to the melting pot of America, bringing their culture and language, yet
American schools continue to teach just one language in today's society. The heated debate among
parents, educators, and politicians over a multilingual education in the United States began in the
late nineteenth century. Over the next sixty years many crucial ... Show more content on
Helpwriting.net ...
Government geared support for bilingual education in the 1970s, almost ruling bilingual education
as a requirement by President Carter; nevertheless, President Reagan turned the country against
bilingual education by undoing President Carter's proposal, cutting bilingual education funds, and
enacting English–Only Laws in more states over the course of the 1980s (Jost 1039) . Despite the
lingering criticism from the 1980s, President Clinton reenacts the bilingual education law in 1994;
however, President George W. Bush's No Child Left Behind Act, which requires all students to meet
standards otherwise schools will receive penalties, negates the bilingual education law (Jost 1039).
Since 1998, many states have passed loopholes bypassing the teaching of another language similar
to California's Proposition 227 stating the specific teaching method of English immersion, when
students only receive instruction in English, for English language learners. Yet, other states like Utah
and Minnesota have discovered the advantages and benefits of two–way bilingual immersion. Over
these decades, the federal financial plays as the major culprit to the fluctuating support for bilingual
education. Although the Total Spending Government Spending graphs, which includes Federal,
State, and Local spending, from 1960 to 1990 demonstrate the increasing amount spent on
education, the percentage of total money spent on education wavers from

Explain In Detail The French Immersion Program
Describe in detail the French Immersion Program for English Speaking students in Montreal and
Quebec Canada. 100 words minimum.
The French Immersion Program is a program that was started because parents in Canada wanted
their English–speaking children to learn French to end segregation in the community. The
Immersion program started in kindergarten, English–speaking children learned how to read in
French first.
Language arts in English was introduced in second grade. Students could ask questions in English
until they reached the first grade, after that it was French only. They added English into the
classroom until classes were taught 60% in English and 40% in French. The studies found that
children developed skills to listen and read in French but their speaking and writing was not as ...
Overall, they were fluent and comfortable speaking French. These students did not fall behind in
English or their other subjects.
2. According to the author, why is Baker and deKantor's proposal to substitute immersion for
bilingual education in the US dangerous? 100 words minimum.
Substituting bilingual education with immersion would not be the most effective way to educate
every child. The Lambert curriculum is actually a bilingual program because it is working towards
developing academic language in both English and French. The Lambert approach is seen as
additive bilingualism. These children are learning something new like any other subject. Whereas,

Summary: Equated To A Disruptive Company
What Christensen means is that using the words "disruptive innovation" in a non–jargon way is very
difficult, as even Uber, the company most pointed to by many as the epitome of a disruptive
company cannot even be defined as disruptive. Perhaps he is implying that the misuse of certain
words can be equated to jargon, such as when people in everyday conversation refer to Uber as a
"disruptive" company. Because of this, Christensen believes that the mantra that commands:
"Disrupt or be disrupted" can be very misleading. He advises corporate leaders of incumbent
companies to not overreact to this mantra by trying to solve the problem before it is one. Christensen
implies that overuse of this phrase requires incumbent businesses to be extra vigilant ... Show more
content on Helpwriting.net ...
However, they can hardly be allowed to work (act, believe, and value) against the interests of the
business its leaders, and its shareholders. What, then, ensures trust, loyalty, and full 'over the top'
commitment?" (Gee, 1996, p. 19). Gee is implying that because the rise of the globalized and
increasingly technologized world, this "hypercompetitive, fast–changing environment workers" is
causing businesses to figure out a way to create a sense of community amidst the loneliness of being
part of a gigantic network structure that spans thousands of employees and multiple continents,
potentially. Gee goes even further with his hypothesis by describing the phenomenon of companies
creating a "Discourse," which is essentially "creating goals, core values, a vision, a 'culture'" (Gee,
1996, p. 19). Altogether, Gee is essentially making the claim that the cultural aspect of the use of
special words collectively is an aim to motivate workers to feel as if they are truly ingrained in the
culture of the company, which does create certain unique "moral universes" within each companies.
Gee does not take a stance on whether this is

A Study On Dual Immersion Program
Summary 11
This article written by Potowoski was grounded on a study involving High school graduates whom
had completed a dual immersion program. A dual immersion program might have different names
that people refer to them as. I have heard such names as two–way immersion or, even two–way
bilingual immersion. They are the same program. They include native English–speaking students
and native speakers of a foreign language. The goals of dual immersion programs are to develop
bilingualism, academic achievement, and of course cross–cultural competencies in both languages
.This study analyzes their proficiency in reading writing and speaking, and also it observes their
capability of producing and identifying the correct Spanish
There are ... Show more content on Helpwriting.net ...
How accurate are these dual immersion graduates in the production of three specific verb forms –
the present subjunctive, the past subjunctive, and the conditional? 3. To what extent are these dual
immersion students capable of producing and recognizing socio–linguistically appropriate Spanish?
The setting of the study was an Inter–American magnet school was one of the oldest dual immersion
schools in the US. It populates about 640 students ranging from pre–k to 8th grade. There were 52
participants. 30 of them were heritage speakers and age they began learning English was :(9 of them
by birth, 14 since preschool, 5 since kinder or first, 2 since 3rd or 4th grade) 17 knew Spanish as a
second language and ages they began were (6 since preschool, 8 in kinder or first, 3 in 3rd or 4th
grade) and 5 were late arrival in which all 5 arrived in US during 6th or 7th only two years before
study. The measures were focused on dual immersion students overall written, reading, and oral
abilities. Two measures were used to test students' oral Spanish. One was the Spanish Language
Assessment Scales–Oral, a standardized exam. It includes identifying vocabulary items displayed in
ten drawings, a multiple choice listening comprehension section, and listening to a story and then
retelling it while viewing picture prompts. Another way they were tested was by the Foreign
Language Oral Skills Evaluation Matrix (FLOSEM), The FLOSEM assesses oral language
proficiency in five domains:

Benefits of Creating Dual Language Programs Essay
Dual language is a form of education in which students are taught to read and write in two
languages. The majority of dual language programs in the United States teach in English and
Spanish, although there are emerging programs that teach in Mandarin, Japanese and Hindi. The
programs start of mostly in kindergarten sand 1st grade and continue throughout primary education,
in addition some dual language programs depending on the grade continue through middle and high
school. Even Hayward's own Burbank elementary and Winton middle school are offering dual
language programs. Each level of teaching uses a different language ratio in which class is
instructed the classes start off with a 90:10 ration and later as years pass the ration becomes ... Show
more content on Helpwriting.net ...
Lindholm–Leary, 2007). Dual language programs were started around forty years ago. The first
school district to start using it was Dade County Public Schools in Miami, Florida in 1962 in the
following years programs spread into Washington D.C., Chicago, Illinois, and San Diego,
California. There are an abundance of dual language programs nation–wide where Spanish is the
most popular language taught with, 94% of instruction throughout the country ( Dual
Language,2014). There have even been bills that have supporting Bilingual Education in the United
States Civil Rights Act of 1964, The Bilingual Education Act of 1968, Lau v. Nichols of 1974,
Phyler v. Doe of 1982 and Executive Order 13166 of 2000 lastly No Child Left Behind Act of 2001.
One of the biggest benefits in creating more dual language programs would be that the English
language learners will be able to advance more in their academics. The transition from traditional
bilingual education toward English language immersion is an easier switch which ultimately helps
ELLs catch up with their English speaking peers. This not only benefits the students who are ELL
but their peers who at the same time are learning Spanish. English language learners become more
fluent in

The Importance Of Education In Education
Education is a diverse subject that is crucial working part in our society machine. We can thank our
education system for what our world looks like today. Without education all our advances in
technology, medicine, and critical thinking wouldn't be possible. Our teachers of the past, present,
and future were and are some of the most important people to have walk this earth. They have
touched the lives of many, and will continue to shape the minds of tomorrow. Yet, as well as our
education system has done, their are still many issues that we must address as a whole. Issues such
as Bilingual education and the hiring of unqualified teachers plague our education system. America
is a melting pot of different cultures, and it carries over into our education system. The children of
these immigrants are often left helpless, and cannot assimilate into the classroom due to their lack of
English comprehension. We have tried to fix the language barrier with programs such as Dual
immersion, Proposition 58, Transitional Bilingual education, and English Immersion. Yet, the
implementation of these programs have not brought complete success for our students. I believe the
solution to these problems can be seen through a model being used in Utah. The Utah school system
is dedicating classroom time to learning another language. Starting in First grade, and some even in
Kindergarten, students study and practice another language for half the day. As recorded on Utah's
Language Immersion

Dual Language Learners Are Children Learning Two Or More
Dual language learners are children learning two or more languages at the same time, as well as
those learning a second language while continuing to develop their first (or home) language (Dual
language learning, 2008). The number of children being raised in bilingual homes is large and
growing, however the mechanism of language development in children from bilingual homes is not
well described or understood (Hoff et al., 2011). A large body of research has refuted the opinion
that dual language input may confuse children, and other research indicates that children exposed to
two languages can distinguish those languages from infancy, learn two phonological systems, two
vocabularies and two grammars (Kova´cs & Mehler, 2009a; Petitto, ... Show more content on
Helpwriting.net ...
The goals for students in dual language education programs include high levels of bilingualism and
biliteracy, academic achievement, and cross–cultural competence for all students (Lindholm–Leary,
2012). Dual language immersion programs integrate language and academic content instruction in
English and a partner language to promote bilingualism and biliteracy.
Heritage languages refer to the languages spoken by immigrants and their children and has recently
come to be used broadly by those concerned about the study, maintenance, and revitalization of
non–English languages in the United States (Montrul, 2012). Heritage language learners contain a
heterogeneous group ranging from fluent native speakers to non–speakers who may be generations
removed but who may feel culturally connected to a language (Deusen–Scholl, 2003). A heritage
language program is any language development program that is designed or tailored to address the
needs of heritage language learners, and heritage language programs may be at any level or setting
and vary in terms of their approaches to teaching, populations they serve, and other factors (Chao,
1997). Heritage language programs have three major educational contexts: community–based
program, K–12, and higher education. Heritage language schools are often created out of a
community's desire to pass on their language and culture from one generation to the next in order to
maintain connections within families and communities

An Overview of Bilingual Education Essay
Overview of Bilingual Education
Is a second language a necessity in our world today? Should parents push for their child to learn two
languages in elementary school? If we live in multicultural neighborhoods, trade with the global
marketplace, and want to use all technology resources available, it is necessary to know two
languages. Multilingual people and communities seem to have an edge over monolingual
competition. This provides people of all ages an incentive to learn a second language (Genesee,
1998). In this research paper English and Spanish will be the languages referred to for bilingual
education, although others are offered. The purpose of this paper is to compare the benefits and
pitfalls of language immersion programs ... Show more content on Helpwriting.net ...
It's a plus. Learning the first language at the same time as learning English is having a positive effect
on both languages. At home the parents feel that they can communicate with their children," (p. 664)
says a Khmer–speaking teacher in Australia (Barrot–Pugh & Rohl, 2001). Khmer is spoken in all
Australian homes and is practically required for children to learn. This program is not only for
increasing cognitive skills, but also for students to communicate fully in their community and within
their families. One in every four children in Australia speaks a language other than English.
Australian children are encouraged and greatly supported by the community to learn a second
language, which is why these numbers are so high. If the United States had the same motivation for
their children, it would produce many more bilingual children. All children in the Khmer–English
program show parallel development in the two languages. Many kids accomplish this by using
information from one language to assist the development of the other language. Learning Khmer
gives the children a sense of identity in their home and culture (Barratt–Pugh & Rohl, 2001). This is
a good example of a community using all its available resources, and hopefully Americans will learn
from their enthusiasm.
Types of Bilingual Education
Bilingual education basically is, according to Rowntree (1981,) "an education

A Study On The Twi Program
The TWI program was for 8 hours a day for 200 days, while comparison classrooms operated 6
hours a day for 180 days. Teachers did not differ significantly in their backgrounds or training,
although TWI teachers were more likely to have a Master's degree (30% to 6% and be bilingual
(50% to 25%). The TWI program had a week of English by teacher and assistant, and a week of
Spanish by a Spanish teacher and assistant, with both sets collaborating to plan curricula and
assessment. The major challenge of the study was that it was difficult to ensure that literacy tests in
English and Spanish were entirely comparable. Also, some of the tests used were experimental and
turned out to be too difficult for most children, including in post–test. Neither program was "pure"
immersion because the children were given language support on the side.
The results were positive and showed advancement for all children, with Spanish–language children
in TWI benefiting the most in comparison to their peers in the EI group. Specifically, the Spanish–
language children improved in their receptive vocabulary , with effect sizes of over half a deviation.
TWI's effect of producing greater gains in receptive language than in expressive was considered by
the authors to be one of the most significant findings of the study, and it was thought that further
research could determine how to extend these benefits to expressive language. Three out of four of
the measures favored English language outcomes in TWI,

An Experimental Language Immersion Program
Introduction
In the 1960's, Canada was a multi–cultural environment, with both English and French speakers.
Not only were people speaking different languages, they had their own unique customs and practices
that went along with their culture. Parents of school–age children convinced educators to test out an
experimental language immersion program. This program would facilitate learning of both the
English and French language, as well as the separate traditions and cultures of each. Programs like
this are still around today, teaching many different language combinations.
Elementary age children are put in a classroom to learn different skills, such as English,
mathematics, history, and reading. Is this a time when they should be learning another language as
well? Studies have been done on language immersion programs, both for English speakers as well as
English learners. Each program is unique, but most consist of a certain amount of time each day
being taught different subjects in their native language, and then being taught the remaining time in
a different language. The results show that bilingualism has had positive effects on the children.
In an article titled Primary students ' proficiency and achievement: The difference two–way
immersion programs can make, it says, "Overall, language–majority students (referring to English
speakers learning a new language) in the two–way immersion program significantly outperformed
similar students in a control school on

The Importance Of Imersion Experiences
The summer immersion experiences are two– or three–week readiness programs. These immersion
experiences are for students with autism spectrum disorder, ADHD or other learning differences.
The program has two separate concentrations; the college focus and the career and life focus. The
college focused immersion experience is for students entering 9–12 grades or transferring to college.
The program recognizes the importance of a student feeling comfortable and supported by a college
they attend no matter what their level of ability is, but especially when a student is diagnosed with
ASD/LD. This program assists students with being able to determine their own needs, self–advocate
their needs, and expose students to different types of college programs (Transitions, 2016). Students
who attend this immersion program will tour colleges with strong ASD/LD supports, take part in
composition labs for college and scholarship application essays, develop communication and social
skills, and earn college credit (Transitions, 2016). The career and life focused immersion experience
is for young adults up to age 27 who want to start careers and live on their own. This program works
to teach students core skills found to be essential for career success. Students will learn how to
properly prepare for work or a career and appropriate ways to act at work. Transitions will assist
students in finding their dream job the student feels will fulfil their lives. Students will work at an

Personal Narrative: The Girls Who Code Summer Immersion...
Coding became the "cool thing to do" when I was in middle school. Unfortunately, conflicting
interests made me prioritize musical electives over programming. I finally felt as though I had been
missing out in 10th grade, when as a robotics hardware captain, I struggled to understand the
software and coding it took to run what I built. In 11th grade, I'd wanted to take AP computer
science, but I stuck to my advanced choir class, hoping to audition into the next level. Finally in the
spring, I stumbled upon the Girls Who Code Summer Immersion Program. The seven–week
experience was eye opening for me, and I learned so much that helped me make connections and
better understand the devices I worked with on a regular basis. I had been a bit

Reflection Paper
Ever since I was a child, I've always built an imaginary box around my life. It contained everything
that I was used to and shielded against any major external changes. This included my school life.
Other than my pre–k class, I've never been to any other school except for Maryvale Elementary
School. I was in the French Immersion program there with over 50 other students. Throughout the
years we all became very close, especially since they were the some of the only people I knew my
age. By third grade, 10 students had already left and more would continue to leave. This only
reaffirmed the bond between the rest of us. In fifth grade, the total number of French Immersion
students in my grade only amounted to a little over 30 students. I was especially close to three girls
and we were all eager for middle school the following year. My box now contained my friends at
school, my family, and the people I knew from my extracurricular activities. From my perspective, I
was perfectly comfortable where I was and saw no need for any changes. A few weeks into the new
school year, the Magnet program applications were released and I had been preparing for them since
last year. Little did I know, this would be the very element that would set me apart from all my
friends. "So," I started, "are you going to apply for Humanities or Math/Sci?" "Neither," replied one
of my friends in a light voice. "It's too much work to apply and test." "Besides," added another girl,
"everyone is going to

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