Bilingual Education in the United States
Kim, Hutchison & Winsler, (2013), asserts that with the high increase of children who speak distinct native languages rather than English in America raises the necessity for more support for the English learners in gaining proficiency in English as well as maintaining their first language. In America, Bilingual education has been a major of the education scope since the 17th century but its efficiency has not been achieved (Goldenburg, & Wagner, 2015). Bilingual education has raised controversial debates handling the complexity of culture, identity as well as the issues of identity. In the quest of addressing the minority language students educational needs, there is a great desire in establishing effective strategies that best equips them in becoming thriving American societal members (Kim, Hutchison & Winsler, 2013).
Under the federal policy, the group of children is described as students with limited English proficiency which is highly criticized to be a primary focus on the children’s incapability thus ignoring their native language value. The different ELL education approaches that have been implemented over the years have reported differing success degrees. The most commonly utilized approach is referred to as submersion where the learning instructions are in pure English and in most cases native language learning is only given for a year before English switch. ESL is, however, different since it recognizes the student's needs for acquiring personalized instructions that helps ELLs in catching up easily without native instructions (Kim, Hutchison & Winsler, 2013).
The ELL approach utilizes two distinct language in teaching but it has faded out in the recent based on the perception that relying on the native language while acquiring formal education affects the ability of the students in gaining full English proficiency in the short run (Goldenburg, & Wagner, 2015). Based on research students involved in Bilingual education programs are performs higher as compared to their peers involved in ESL sole programs. This is mainly because the native language capability is enhanced by the Bilingual programs which in turns increase their capabilities in learning English. However, despite the effectiveness of the programs they are mainly established in district schools which are characterized by a lower number of ELL students or even a limitation of Bilingual teachers (Kim, Hutchison & Winsler, 2013).
According to, Kim, Hutchison & Winsler, (2013), the specifications of NCLB on the necessity to implement educational programs that are based on increasing English proficiency for LEP students are meant for offering a preparation for the students in learning in an English environment. TWI programs are specifically effective in the promotion of academic achievement, language proficiency as well as the building of a positive perception towards learning (Goldenburg, & Wagner, 2015). Students involved in the programs achieve both productive and proficiency in English as well as the capability to sustain their native language capability as compared to those enrolled in ESL and submersion programs. This makes it apparent that the benefits are not acquired at the ELLs aptitudes cost in their particular languages (Kim, Hutchison & Winsler, 2013).
According to Goldenburg, & Wagner, (2015), Bilingual education is more efficient with regard to achieving and maximizing educational outcomes for students characterized by English language deficiency. Higher academic gains are upheld by the programs as children are able to Bilingual as well as achieving similar accomplishments in academics with those students that are involved in English programs (Kim, Hutchison & Winsler, 2013). The success of Bilingual programs necessitates the provision of adequate resources across all the public institutions in reference to populations. However, the implementation cannot be generalized based on the presence of a range of native languages in the country and the requirement to handle the society’s perception in regard to Bilingual education.
References
Goldenburg, C., & Wagner, K. (2015). Bilingual Education, Revisiting American Tradition. American Educator. Pdf
Yoon, K. Kim, Lindsey A. Hutchison & Winsler, A. (2013). Bilingual education in the United States: an historical overview and examination of two-way immersion. Routledge. Pdf
