Analyzing Journal and Discussion 7

¶ … McKeon (2007) demystify myths regarding programming. One of the key myths pointed out by the authors is the traditional assumption that research is unequivocal regarding the most effective program for L2 students. However, this is not the case as the reality is that there is no single or specific program that is befitting for all students.

One of the distinctive points is that the categorizations and designs of programs can be largely dissimilar to the extent that a bilingual program in one state might not satisfy the requirements necessitated in another state, and therefore, categorized differently. One other prevailing programming myth is the notion that researchers are not able to come to an agreement, regarding what the most effective program is for ELL students. However, this is untrue as there is substantial agreement.

There are indicators that generate agreement, such as instructional leadership, great anticipations for English language learners and language minority students, all-inclusive training for teachers and staff. These indicators portray the features of programs for English language learners that would be considered effective. On the other hand, De Jong (2011), in chapter 7, discusses program models and outcomes. One of the main aspects discussed encompasses the features of effective bilingual programs and schools.

For instance, with regard to the school level, research studies lay emphasis on a whole-school method that takes into account aspects of linguistic and cultural diversity. Some of the essential elements include instituting a sense of community, within the school, in addition to the home and the community as a whole. Another component in ascertaining a leadership that is strong and knowledgeable.

There is also forming a knowledge base that is strong with regards to bilingualism, minority schooling and second language throughout the school and not simply restricting it to a specific ESL program. Another element is that there has to be shared accountability for attaining linguistic, sociocultural and academic objectives for all the learners within the school. Narrowing it down, at the classroom level, effective teachers take part in practices that offer an optimum and ideal learning setting for bilingual learners.

This also encompasses enacting a curriculum that mirrors and centers on the cultural experiences of the students (De Jong, 2011). Part 2 Bilingual Education Works Research from the study indicates the examination of the fundamental principles in which the research surveys indicated a strong support for the use of the primary language within the school setting. The outcomes from the surveys indicate that the development of literacy by means of the first language enables development of literacy in English.

More so, the results showed that bilingual education works in the sense that the first language enables individuals to find subject matters in English to be more comprehensible. Harvard Debate My opinion in this debate is that it is imperative to recognize that while the children are learning English, they also have to learn other subjects. If these students can have access to education in their native languages, they can also be learning regarding math and science and the manner in which to read.

These students can utilize this knowledge subsequent to acquiring satisfactory levels of proficiency in English. I believe it is important to note that learning English in a faster period does not necessarily imply that English is learnt in a better way. ELL Programs and Program Myths One of the features of effective programs for ELL students includes having adequate material resources in both languages to execute the program. This includes aspects such as textbooks.

There is also the feature of a staff that is highly competent and proficient in the language or languages of instruction, and also has an understanding regarding bilingualism, acquisition of second language and their inferences for teaching. A third feature is clear program expression, which encompasses curricular grade level anticipations and language use expectations for the two languages. These are made explicit and offer an incessant experience for the students for language and mental development. There is also the feature of collaboration amongst teachers not only within, but.