Bilingual research looks at the acquisition of two languages whether simultaneously or consecutively. Much research has been done in this field with Cummins at the forefront of bilingual research. He has created the threshold theory which hypothesizes that any positive cognitive benefit from bilingual communication relies on the speaker’s competence in each language. There are two thresholds. For obtainment of the first threshold, a child must become competent in one language reaching age-appropriate skill. This obtainment avoids any negative effects of acquiring a second language. The second threshold is obtained with age appropriate competence in both languages. Cummins labels this term “balanced bilingualism.” Once a child has become balanced, cognitive advantages appear over monolingual children.
After reading through Chapter 17 and your experience, is there any benefit with the way bilingualism is addressed in the classroom?
Lazaruk, W. (2007). Linguistic, academic, and cognitive benefits of French immersion. The Canadian Modern Language Review, 63(5), 605-628.
Module 6 Poetry, Drama, Film, Response
13 years ago
4 comments:
After reading through the chapters, and reflecting on my experience in the classroom, the way that bilingualism has been addressed has not been beneficial. In the past, depending on the amount of English a child knew, determined which classroom he would go. If he knew very little English, then the child was put into an ESL classroom with children who knew very little English. I suppose this would be building on the first threshold. However, the fact that a child knows a second language and is in the second threshold doesn't necessarily mean that the child should not be able to speak his first language. This is what typically happens in the school system. It appears that another individual's culture is not respected in our classrooms today on the whole. I like the quote by Thrond Bothne, "Now the question no longer is: how shall
we learn English so that we may take part in the social life of America and partake of her benefits; the big question is: how can we presrve the language of our ancestors here, in a strange environment, and pass on to our descendants the treasures which it contains?" (Lascarides, & Hinitz, 2000, p. 551). Specific ways in which educators' misunderstanding of the nature of language proficiency have contributed to the creation of academic difficulties among bilingual students have been highlighted by the distinction between BICS and CALP. At a theoretical level, however, the distinction is likely to remain controversial, reflecting the fact that there is no cross-disciplinary consensus regarding the nature of language proficiency and its relationship to academic achievement(Cummins, 1996).
When schools provide children quality education in their primary language, they give them two things: knowledge and literacy. The knowledge that children get through their first language helps make the English they hear and read more comprehensible. Literacy developed in the primary language transfers to the second language. The reason is simple: Because we learn to read by reading,that is, by making sense of what is on the page (Smith, 1994)--it is easier to learn to read in a language we understand. Once we can read in one language, we can read in general. The combination of first language subject matter teaching and literacy development that characterizes good bilingual programs indirectly but powerfully aids students as they strive for a third factor essential to their success: English proficiency(Krashen, 1996).
References
Bruner, J.S. (1975) Language as an instrument of thought. In A. Davies (ed.), Problems of language and learning. London: Heinemann.
Cummins, J. (1996) Negotiating identities: Education for empowerment in a diverse society. Los Angeles: California Association for Bilingual Education.
Krashen, S. (1996). Under attack: The case against bilingual education. Culver City, CA: Language Education Associates.
One of the problems seems to be that bilingual students differ widely in their knowledge and use of two languages. There is a lack of comprehensive testing for students entering and exiting programs that is able to assess their abilities. Evidence supports the idea that reading and writing in the mother language should precede literacy in a second language, but this does not always occur. Teachers at times are left on their own to interpret how a bilingual program is to be implemented. Coupled with that may be inexperience and little training for work with students from culturally and linguistically diverse backgrounds. Often, our schools view students who speak languages other than English from a deficit model. There needs to be an effort to find out as much as possible about the language and literacy background of the bilingual child and a true appreciation of the varied cultural backgrounds. While the Bilingual Act had some good intentions, in many ways as I mentioned, we have failed.
References:
Ruddell, R. and Unrau, N. (2006). Theoretical models and processes of reading. newark, DE: International Reading Association.
Vacca, J., Vacca, R., Gove, M. et el. (2003). Reading and learning to read. Boston,MA:Pearson Education Inc.
Our discussion on Wednesday about BICS and CALP and the importance of context in helping understand and gain a second language are the lens I use to evaluate this question. Research shows the earlier that a child is exposed to a second language the more time and more brain plasticity to develop competency in the L2 however most public schools start at the kindergarten ages, though Head Start must have a native language speaker in the class makeup is more than half of a different home language.
There are three main approaches to bilingual education, with full immersion in L2, an intermixed use of L1 and L2, and all L1 with a slow transition into L2.
Overall, I don’t think the public education system is effectively educating bilingual students. There is not enough context, and time spent in home languages to enable competency in the L1 before L2 to instruct in. Moreover, the cultural aspects of L1 are not adequately addressed in the public school. For example, holidays or customs are not highlighted and used as an effective teaching tool in schools. Over emphasis and time should be spend learning L1 and instructing in L1 to access the benefits of bilingualism.
I often find it difficult to concentrate on children learning a second language, when often children today find it difficult to speak a correct English sentence and their writing skills are even worse. For example, last year we had a huge media frenzy over the fact the reading and writing scores of our 8th graders was almost the lowest in the U.S.
Although, I see embracing cultures, languages, and beliefs as a great opportunity to expand our minds and hearts, I still think the English language itself should be taught in such a way to improve the reading, writing, and speaking skills of all children, so I suppose that is what the legislation is all about.
Sweden's policy is one of no immigration unless you view a video of the culture and can speak the language.
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