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¶ … Bilingualism
As Pettito and Kovelman (2003) point out, conditions for becoming bilingual are youth, consistent exposure to both languages, and practice in a range of contexts. The ELL teacher cannot do much about the first condition -- but consistent exposure to the L2 and providing a range of contexts are two things the ELL teacher can do. Each of these practices can be achieved in the following five ways: 1) reading in a variety of formats, 2) speaking with a variety of individuals (making the ELL speak with peers, adults, strangers, etc.), 3) learning grammar and practicing grammar skills (diagramming exercises on the board are a good way to make this happen, 4) taking field trips so that the ELLs are exposed to new surroundings and giving them questionnaires that they must fill out by asking people questions on the field trip, 5) having the ELLs write or keep a portfolio.
These tangible steps would help to address the challenges of the Immigrant Paradox and the Achievement Gap by providing forms of support that the ELL can use to achieve academic success. The individual ELL is exposed to a lot of different practices and exercises by these activities and is empowered to deepen his or her awareness of both self and surroundings. Through this awareness, ability is recognized and connectivity can be achieved. Supports from peers and from adults (teachers and family) can be sustained so that the social and human capital assets are acquired along with the language competencies that the ELL will need to be successful academically, socially and professionally. These steps and processes help to close the Achievement Gap and keep the Immigrant Paradox at bay by developing in the student the skills, awareness, support system and motivation needed excel.
References
Pettito, L. A., & Kovelman, I. (2003). The Bilingual Paradox: How signing-speaking bilingual children help us to resolve bilingual issues and teach us about the brain's mechanisms underlying all language acquisition. Learning Languages, 8(3), 5-18.
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