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Bilingual education should not be required in our nation's schools. This does not mean, it should be noted, that foreign language education should be banned, not that supplemental or resource room help in the English language should not be accorded to students who require such assistance. However, bilingual education programs more often than not require a long period of assimilation for students of immigrant status, or parentage, whereby part of the day is taught in English and part of the rest of the day is taught in that student's native language. It is this form of duality of educational environments that must be avoided, so children are not subjected to a further bifurcation of home and American identity, of parental and educational attitudes in culture and in language.
It is argued that it is difficult, and an added burden, for students who speak a different language in the home than English to acquire a level of certain mathematical or scientific proficiency. However, quite often such children's parents do wish them to become assimilated into contemporary American culture and to succeed -- and to succeed in the job market of today requires strong English language skills in a variety of subjects. Moreover, even if bilingual tutoring can be offered, by request, as a form of resource room help, to make required bilingual education for all secondary English speakers a 'must' normalizes ESL as part of a mainstream curriculum, thus creating a lack of an incentive to speak English every day in school.
Bilingual education isolates children, ultimately, within a smaller community than the pluralistic English-speaking environment. ESL rudimentary tutoring can cause a Cambodian and a Dominican immigrant child to bond over the common language they are struggling with -- but a bilingual environment merely creates a comfort zone of language as well as community for children -- but an artificial comfort zone that does not accomplish the ultimate purpose of schooling, to prepare children for the multicultural world of tomorrow.
According to Malfaro, just a single year of English is not essentially sufficient to effectively make the initiative to reading and writing. (Tozzi, 1998) Supporters give an instance of a study undertaken in the year 1991 approved by the National Academy of Sciences mentioning that the children who have are able to speak a foreign language are able to comprehend English more quickly and perform better educational development on the
Rise of Public Education in Arkansas How public education started in Arkansas Arkansas saw vehement opposition to the education that was considered most essential in view of the political and economic factors. A group consisting of only a few campaigned for education. The supportive factors in favor of education got weaker during the period of 1819 to 1860. The cultivator class normally wanted education of their children in their residences. The costs
Leadership Skills Impact International Education CHALLENGES OF INTERNATIONAL EDUCATION Practical Circumstances of International schools THE IMPORTANCE OF LEADERSHIP IN EDUCATION What is Effective Leadership for Today's Schools? Challenges of Intercultural Communication Challenges of Differing Cultural Values Importance of the Team Leadership Style LEADERSHIP THEORIES Current Leadership Research Transformational Leadership Skills-Authority Contingency Theories APPLYING LEADERSHIP IN AN INTERNATIONAL SETTING Wagner's "Buy-in" vs. Ownership Understanding the Urgent Need for Change Research confirms what teachers, students, parents and superintendents have long known: the individual school is the key unit
teach students who first language is not English continues to be one of the most contested and misunderstood issues facing educators in the U.S. today. Two main educational philosophies and lines of research prevail. Proponents of dual language education assert that the long-term education of students benefits from a bilingual approach primarily because it facilitates cognitive development and is, thereby, a better method to address an achievement gap (Jost,
Nature of the ProblemPurpose of the ProjectBackground and Significance of the Problem Brain Development Specific Activities to engage students Data-Driven Instruction Community Component of Education Research QuestionsDefinition of TermsMethodology and Procedures Discussion & ImplicationsConclusions & Application ntroduction The goal of present-day educational reformers is to produce students with "higher-order skills" who are able to think independently about the unfamiliar problems they will encounter in the information age, who have become "problem solvers" and have "learned how to learn,
These authors note that the obstacles for ELL students are particularly challenging, given that they include both educational and technical issues. These challenges include the following: Historically low ELL performance and very slow improvement. State tests show that ELL students' academic performance is far below that of other students, oftentimes 20 to 30 percentage points lower, and usually shows little improvement across many years. Measurement accuracy. Research shows that the language