 |
retrieved from http://www.idahoassocforbilingualed.org/ |
Within the bilingual education framework, the dual language immersion program has received much success. The traditional bilingual program in the past has dealt with English language learners who have little or no English academic skills. The dual language strand of the bilingual program has reworked the acquisition of learning a second language and made it available for application to all learners while maintaining the importance of knowledge in the first language. Many of the problems with the traditional bilingual program, such as streamlining instruction with heavy emphasis on English acquisition, early exit with no support for first language learning, and usage as a remedial instructional setting which replaces home language with English have been addressed within the parameters of the dual language setting. Depending on the geographic setting, dual language instruction can exist between English and French, Indian, Korean, Mandarin or most commonly in the United States, Spanish.
Strong benefits of the dual language program include developing academic strength within a second language, developing social skills within a multicultural and multiliterate setting, increases in future employment opportunities, enhancement of personal cognitive skills and the development of new perspectives on one’s own culture. Reductions in the high school dropout rate and a higher interest in college attendance for English language learners are additional benefits of a well-developed dual language program. These reductions in dropout rates result from the increase in academic understanding across both target languages without the struggle of translation into a home language alone. These advantages are present for students of either home language setting as the growth in the second language increases academic performance across both separate languages.
There are several program models for dual language instruction: 50-50 and 90-10 programs with both one-way and two-way curriculums. Research shows that the 90-10, two-way immersion program (both English and Spanish dominant speakers learning simultaneously to acquire a second language) results in higher test scores and greater success within content area curriculums. Instruction is in one language at a time with no translation outside of the target language and lessons that are not repetitive between languages which offer high quality content, not watered-down instruction. A solid foundation in the student home language yields higher achievement in English because knowledge is built and transfer to the second language grows as the academic content is internalized. Research also shows that spending quality classroom time within the Spanish language content areas strengthens the knowledge foundation which then increases achievement for the Spanish dominant students while showing no negative impact on English achievements for all.
The dual language instruction format is an additive one. Traditionally, in the bilingual program, the second language of English is taught and the first language is ignored, and thus becomes subtracted. Within the dual language program, the second language is added while the first language is maintained. With an English speaking student, for example, academic strength is maintained and new academic skills in the second language are developed. Students are immersed within both languages because of the cooperative setting of a varied classroom demographic. Students of both home languages help each other while the teacher models the target language for academic learning. This type of classroom promotes acceptance of all learning and each student has something of value to add. This setting works best at a younger age, when the brain is most open to development of additional languages. It is possible at older ages, but the difficulty increases.
Several factors are necessary for a dual language education to be a successful choice. First and foremost is to honor the importance of the primary language. There must be strength in the first language to serve as a foundation for learning in the second. Parents are encouraged to continue reading to their child in the home language without fear that the second language will be delayed. To the contrary, transference is easier when a solid base continues. An unbiased, open-minded attitude toward other cultures is also very important. Understanding the philosophy of the dual language program is necessary because, at times, the content can be very challenging. Parental and family support of the program is important as a five to seven year commitment is needed to truly acquire skills in the second language.
Successful dual language schools rely on supportive administrations and well-trained teachers. The program must be properly implemented to best allow students to benefit. Assessments must be in place to demonstrate competency within the home language and growth in the second language. It can be difficult to obtain program success when there are problems maintaining competency within the grade level. If a student is struggling in his first language, it will be extremely difficult to maintain growth within the second language. With a successful fit, students will show scores at or above grade level in both languages by the middle school years.
Assessments in both target languages reveal the success of each individual student. Rather than relying on traditional English test scores, which seriously fail students just beginning to learn English academic skills, dual testing reveals a more clear picture of intelligence because home language is considered. These test scores do no penalize a student because knowledge foundations are measured instead of language skills.
Dual language instruction benefits students from all walks of life: home language, income level, gender, and family history. Benefits are the same for all, but can be stronger for English language learners. This is due to the power of learning a second language where knowledge is not lost or unutilized, but transferred to a wider arena for application. Traditionally, language learners are considered remedial in their academics, which is not the case in the dual program. Dual language students obtain self confidence in a global society. They also learn skill development in collaboration and cooperation. Each individual learner is a model of proficiency for other students learning their language. The remediation label is removed because all knowledge is shared and accepted while student benefit from personal areas of strength. Students are responsive and engaged in the learning process because they feel valued and respected as equal partners.
The decision to immerse a child is a personal one for each family. When the research data and astounding results are considered, it becomes clear that most students, regardless of home language, will benefit. In today’s global society, communication is extremely important. In order to function well in a world of growing diversity and cultural awareness, people need to be better prepared. Closing the communication barrier between different cultures is a worthwhile goal and equal or stronger academic results should speak volumes to parents considering the value a dual language education can provide for their children.
Strong benefits of the dual language program include developing academic strength within a second language, developing social skills within a multicultural and multiliterate setting, increases in future employment opportunities, enhancement of personal cognitive skills and the development of new perspectives on one’s own culture. Reductions in the high school dropout rate and a higher interest in college attendance for English language learners are additional benefits of a well-developed dual language program. These reductions in dropout rates result from the increase in academic understanding across both target languages without the struggle of translation into a home language alone. These advantages are present for students of either home language setting as the growth in the second language increases academic performance across both separate languages.
There are several program models for dual language instruction: 50-50 and 90-10 programs with both one-way and two-way curriculums. Research shows that the 90-10, two-way immersion program (both English and Spanish dominant speakers learning simultaneously to acquire a second language) results in higher test scores and greater success within content area curriculums. Instruction is in one language at a time with no translation outside of the target language and lessons that are not repetitive between languages which offer high quality content, not watered-down instruction. A solid foundation in the student home language yields higher achievement in English because knowledge is built and transfer to the second language grows as the academic content is internalized. Research also shows that spending quality classroom time within the Spanish language content areas strengthens the knowledge foundation which then increases achievement for the Spanish dominant students while showing no negative impact on English achievements for all.
The dual language instruction format is an additive one. Traditionally, in the bilingual program, the second language of English is taught and the first language is ignored, and thus becomes subtracted. Within the dual language program, the second language is added while the first language is maintained. With an English speaking student, for example, academic strength is maintained and new academic skills in the second language are developed. Students are immersed within both languages because of the cooperative setting of a varied classroom demographic. Students of both home languages help each other while the teacher models the target language for academic learning. This type of classroom promotes acceptance of all learning and each student has something of value to add. This setting works best at a younger age, when the brain is most open to development of additional languages. It is possible at older ages, but the difficulty increases.
Several factors are necessary for a dual language education to be a successful choice. First and foremost is to honor the importance of the primary language. There must be strength in the first language to serve as a foundation for learning in the second. Parents are encouraged to continue reading to their child in the home language without fear that the second language will be delayed. To the contrary, transference is easier when a solid base continues. An unbiased, open-minded attitude toward other cultures is also very important. Understanding the philosophy of the dual language program is necessary because, at times, the content can be very challenging. Parental and family support of the program is important as a five to seven year commitment is needed to truly acquire skills in the second language.
Successful dual language schools rely on supportive administrations and well-trained teachers. The program must be properly implemented to best allow students to benefit. Assessments must be in place to demonstrate competency within the home language and growth in the second language. It can be difficult to obtain program success when there are problems maintaining competency within the grade level. If a student is struggling in his first language, it will be extremely difficult to maintain growth within the second language. With a successful fit, students will show scores at or above grade level in both languages by the middle school years.
Assessments in both target languages reveal the success of each individual student. Rather than relying on traditional English test scores, which seriously fail students just beginning to learn English academic skills, dual testing reveals a more clear picture of intelligence because home language is considered. These test scores do no penalize a student because knowledge foundations are measured instead of language skills.
Dual language instruction benefits students from all walks of life: home language, income level, gender, and family history. Benefits are the same for all, but can be stronger for English language learners. This is due to the power of learning a second language where knowledge is not lost or unutilized, but transferred to a wider arena for application. Traditionally, language learners are considered remedial in their academics, which is not the case in the dual program. Dual language students obtain self confidence in a global society. They also learn skill development in collaboration and cooperation. Each individual learner is a model of proficiency for other students learning their language. The remediation label is removed because all knowledge is shared and accepted while student benefit from personal areas of strength. Students are responsive and engaged in the learning process because they feel valued and respected as equal partners.
The decision to immerse a child is a personal one for each family. When the research data and astounding results are considered, it becomes clear that most students, regardless of home language, will benefit. In today’s global society, communication is extremely important. In order to function well in a world of growing diversity and cultural awareness, people need to be better prepared. Closing the communication barrier between different cultures is a worthwhile goal and equal or stronger academic results should speak volumes to parents considering the value a dual language education can provide for their children.
