The Education of Bilingual Children - Essay Example

?Introduction The education of bilingual children is one which is currently creating controversies in the room. This is occurring from gaps thatare within the classroom setting in being able to teach bilingual pupils in the same manner as those who speak English as the first language. The gaps move beyond the basic needs of children and into the expectations which occur from policies that have been established within school systems. This is causing pressure with the practice that is within the classroom while not allowing students to have the needed educational system to learn at the needed pace. The result is one which creates a disadvantage to students that are bilingual and in a specific environmental setting. Analyzing the policies, practices and educational needs of students that are in a bilingual setting helps to establish a stronger relationship to what it takes to work within this setting. Observations of the Bilingual Classroom The first concept approached is one which comes from observations of the classroom and the way in which students interact in a bilingual setting. When observing the classroom, I found that there were welcome signs and procedures used to guide students. These were in different languages, which showed a specific level of assistance and ability to embrace diversity. The signs extended to different learning materials, such as body parts and days of the week, all which were established in different languages. The next representation was of the teachers and staff. There was no background languages of staff employed outside of English. The first language was used all of the time in all instances. It was also noted that there were not books in other languages, with the expectation that students should be able to read in English. To try to keep with the diversity of the classroom, students were placed in groups named by planets, all which were based on the evaluation of learning. This allowed students who did not speak English as a first language to have he ability to work at their own pace. This shows that there is an embracing of diversity and culture in the classroom. However, the teacher competence and ability to meet the needs is one that is currently not being met. Policies for Bilingual Children The diversity in classrooms follows with policies which are expected for bilingual children. The policies that have been used for the education of bilingual children are based on the observations created through meeting standards and statistics which have been observed within this. Through a recent analysis, it was noted that bilingual children who had already advanced in the language had stronger results and improvements than other children. More important, schools which were advancing into higher numbers in terms of performance were able to meet more of the needs of bilingual children while creating mainstream results within the needs for students. The study conducted by the Department of Education also indicated that the gap with bilingual students came from the ability for teachers to have a sense of confidence and expertise with the students. This particular aspect would begin to close the gaps of learning while creating more possibilities with the learning initiatives for bilingual learners. Similar to observations in the classroom, this shows that the gap is with teacher diversity, lack of learning materials and substitute materials that lead to the learning gaps (Department of Education, 2007). The creation under the Primary National Strategy in 2004 has tried to alter the gaps with policies and programs which are required by region. The strategies have combined with finding different ways to work with teachers while offering new programs for students who are bilingual to learn the needed materials. The policies are based on strategically finding new solutions that don’t allow children to be left behind within the school system while setting standards and requirements for children of diverse backgrounds to have the same achievements. The concept used is based on intervention programs and new materials and tools that can be used and developed within the classroom. By doing this, there is the ability for teachers to change and improve the methodologies which are used for teaching (Department for Education, 2006). However, adding signs in different languages, such as the observation noted, does not work as a substitute for learning with teachers or in groups. Understanding the Language Gap The concepts which are being approached with the policies, as well as with the context that is in the classroom, both show that the gaps move beyond the initiatives which are being taken. The procedures from the Department of Education and the observations that are from teachers and students are looking at the general need of changing the options for bilingual students. However, there is not a direct association with the needs which relate to the bilingual students and the learning methods for teachers. Until there is further investigation and understanding of what is occurring among those in the classroom, there won’t be the ability to create the right approach to what is needed with the classroom and what is occurring for students in need of different learning methods. It can be seen that a change in teaching approaches, procedures from the Department of Education and the practical applications need to be made to fill in the gaps of education. The first concept which is not being considered within the classroom and with the procedures used comes from the understanding of learning and language proficiency. The language proficiency among bilingual learners is different than those who speak their native language from an early age. The speech and written text both hold different meaning to bilingual students. This is combined with different understanding of speaking to others and the conversations that are required. The deficit theory is one that states that the main problem with learning is with the inability to recognize the different learning needs of bilingual students and how this changes to low cognition and proficiency than those who have learned a language as a native and first language. This is related to the expectations of teaching, relationships to expectations in society and the institutional powers that are creating specific curricula and monitoring the progress without understanding the different learning needs of students (Cummins, 2006). When looking at observations in the classroom, the deficit theory becomes even more important. Placing children that are bilingual learners in different groups than others creates even more gaps and inefficiency in speaking, writing and reading the language. The gap that is noted with learning styles and associations is furthered with the deprivation that is a part of those going to specific schools. The deprivation is now being linked not only to the concept of speaking English as a first language. There are also direct associations with ethnicity and the outside environment. Even though a child is able to speak English fluently, this may not be practiced as often because of ethnic relationships that are outside of the classroom. Without this practice and with the association with a second tongue, children learn at a different pace and aren’t able to process the language learning skills in the right manner. The result is a gap that not only occurs within the classroom but also forms when one is going to a different ethnic group and communicating in diverse languages (Department for Education and Skills, 2006). For instance, if all bilingual learners are placed in the “Jupiter” group for reading, speak in their own language, then speak in their own language at home, they will not become fluent in learning English, which widens the gap of learning. The challenge which is now occurring is one that is moving beyond the classroom and into the main structures and settings within society. The current concepts within society are based on multicultural concepts in which society is able to embrace the diversity that is a part of the community. This is combined with having different outlets and areas that allow an individual to keep the culture which they are most comfortable with in terms of language and identity. For the school setting that is only focused on one language, this creates a different challenge. From observations, this is most classrooms, specifically because of a lack of teacher education. The first is that there isn’t the same embrace of the multicultural concepts that are embraced with policies and recognition in society. At the same time, students that are coming from different households may not be able to incorporate with the expected society and culture that they are in and may have difficulties with the procedures that are associated with language choice. The problem is one which is associated with ethnolinguistic vitality. This concept is one which notes that language is always changing according to one’s ethnicity, neighborhood which they are in and aspects which are related to lifestyle and social groups. The result is that the institutional support doesn’t link to the demographics and status of individuals in society leading to gaps and blocks with being able to learn specific concepts within the classroom (Meyerhoff, 2006). In the observations, the teachers, textbooks and groups were all divided by the English language. The lack of diversity then creates isolation between ethnic groups and English speakers. Bridging the Gap of Bilingual Learning The first gap which needs to be considered with bilingual learning comes from the social and psychological context. When a child moves from an ethnically diverse area and multicultural home into the classroom, there is an immediate gap which is created. This relates to the psychological beliefs which the child develops in understanding when language should or should not be used. The difficulty is created with the belief in intelligence that changes with what is spoken, specifically which begins to create an understanding that speaking in a different language equates to being more intelligent. This may stop children who are bilingual in learning what is needed with an inaccurate belief that they are not intelligent enough. The gap is one which links to testing, meeting standards and keeping up with others in the classroom that are not struggling with the difficulties of learning and language, specifically which can only be altered with psychological relationships (Peal, Lambert, 1962). When looking at the observations, this particular gap and theory is noted, specifically with dividing students according to learning ability. This allows some students to succeed while others struggle within the classroom and are divided because of this. The requirements of fulfilling gaps and creating changes begin with finding different educational practices that help to incorporate diverse backgrounds and needs. The first part of this change is to recognize that the diversity which is now intricately placed into the classroom can become an advantage to teachers with the right environment and flexibilities to teach students. This begins with observing and understanding that there are advantages to having a diverse classroom and bilingual students that are learning with a variety of languages. Embracing the intellectual components that are a part of the bilingual education can help all children to learn and embrace the concepts of diversity that are within the classroom while developing and building new approaches that need to be taken with those that are being looked into. As the environment and diversity grows, students will be able to understand the atmosphere and embrace diversity in the classroom (Salverda, 2002). For instance, the observations of the classroom can be altered when looking at the division of students. Instead, learning each other’s language and creating interaction between students can create a different approach to the growth and learning required. The concept of embracing the diversity in the classroom moves into even more theories that can help teachers to experiment and have flexibility with the diverse needs that are in the classroom. It is noted that the teacher influence that comes with student interactions creates more cognitive engagement and differences in identity investment. When there is a focus on different aspects of language, it can help in changing the psychological understanding of diverse needs while helping children to have more abilities to believe that they have the same levels of intelligence. Focusing on language development, meaning of information and use of the language in different settings are the three areas which teachers are required to look into for practical use of the language. Not only does this help to change the approaches which are being used for teaching but also helps in developing relationships in the classroom while approaching the diverse context that is needed to change the gaps with learning (Cummins, 2003). Concepts of Integrated Learning The challenge which is now before institutions and teachers is to find the new procedures and alternatives that are required for learning acquisition among diverse students. The psychological, social and political links to this are leading to different models that are being implemented to find new solutions that are conducive to learning. One of the leading approaches now being used is integrated learning. This particular methodology combines experimentation and discovery with the idea of learning language. This is combined with building different relationships among students and teachers to define what is needed within the school system while providing new instructional strategies. The approach is one based on linking the interdependence of skills between social concepts, speaking with others, environmental influences and learning within a different atmosphere. This is creating a sense of cultivation with language and learning while working with the multilingual and multicultural identities that are within the classroom. The result is a different affiliation with the needs in the classroom and the ability to create exploratory areas for interrelational and interactional concepts (Creese, Blackledge, 2010). The ideologies that are based on integrated learning are beginning to open new possibilities for teaching among those who are working in bilingual classrooms. However, there is limited research and implementation of this practice within the classroom. This has made it difficult for teachers to look at the possibilities for teaching with integrated concepts while moving into a different framework for learning. There are many suggestions that are now stating that the relationships with content to diverse backgrounds also lead to the models not offering a comprehensive solution for every environment. There is also further research which is required in terms of psycholinguistic relationships, educational applications and the different links with the social and cultural ideologies that are within the classroom. To move into models of integrated learning and development, teachers and administrators are also required to become flexible with teaching methods that ensure students who are bilingual have more options and the right abilities to learn language with the model while continuing to meet the standards in the classroom (Lorenzo, Moore, Casal, 2011). For instance, if the observation of the classroom were expanded to the integration model, it would use the signs around the classroom and expand this into multicultural experiences with all topics and subjects to support all students that are learning. An overlooked concept from teachers, administrators and the political departments is based on what the psychological needs, learning styles and social orders are with children that are receiving an education. This is combined with the cognitive theories of students that are bilingual. According to the thresholds theory, for instance, only a specific amount of information in terms of language can be retained, specifically if students are in a specific environment or culture outside of school. This relates to how much can be integrated into the classroom as well as involvement of the students. To change the threshold of students, the integrated classroom needs to expand to break down boundaries with learning and language (Baker, 2011). Changing from the Top – Down The development which comes from the administrative and political centers is one which begins with the invitation for teachers to begin re-examining the curriculum and the way in which things are taught. Instead of creating generalized processes that have to be followed, ideas and experimentation needs to be allowed within the classroom with the specific focus of adding in more inclusion into the classroom. In this manner, teachers are able to find new solutions to bridge the gap with those that are in the classroom while creating a different approach to how teaching is offered. By incorporating and including an invitation from administrators and others to find new solutions, there is the ability to establish more options to establish a stronger identity among students (Flores 2011). The concept of administrators and political policies altering to assist teachers with development for the gap in language and bilingualism is one which needs to move a step further than the acknowledgment of needing to change the approach to teaching. The policies which are incorporated into the environment also require policies and procedures that are associated with the monolingual forms that are a part of the classroom. The invitation that is now being approached is to create a different platform that can be used by teachers. However, unless administrators and politicians begin to provide different standards and assessments, there won’t be the ability for teachers to create the right approach to those who are in need of assistance with education. The main approach is to begin empowering the classroom for new solutions that allow teachers to be able to work toward bilingual approaches while allowing the children to have a different approach to learning (Tabassum, 2006). Conclusion Multicultural and diverse settings in the classroom are also posing new challenges to the curriculum, administrators and educators. To alter the educational approaches in the classroom, there is the need to switch the dynamics of the classroom with new developments. This needs to begin at the political and administrative level to help with the multicultural classroom and specific needs. While models such as the integrative classroom have begun to take effect, most teachers don’t have the developed curriculum or opportunities to continue with this platform for teaching. This is leading to continuous gaps that can’t be altered within the school system. The policies and the administrative regulations continue to feed these gaps, specifically by expecting procedures and standards to be followed. To alter this, teachers and students need to be offered flexibility for learning with bilingual languages. Approaching this with an understanding of the social and cultural changes, psychological effects and with the need to fill the educational gap can then provide a more conducive learning environment for children. References Baker, Colin. (2011). Foundations of Bilingual Education and Bilingualism. New York: Multilingual Matters. Creese, Angela, Adrian Blackledge. (2010). “Translanguaging in the Bilingual Classroom: A Pedagogy for Learning and Teaching?” The Modern Language Journal 94 (1). Cummins, Jim. (2003). “Conversational Fluency.” NALDIC. Cummins, Jim. (2006). “Basic Interpersonal Communicative Skills and Cognitive Academic Language Proficiency.” University of Toronto. Department of Education. (2006). “Raising the Achievement of Bilingual Learners in Primary schools: Evaluation of the Pilot / Programme.” Retrieved November 29, 2011 from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/RB758. Department of Education. (2007). “Raising the Achievement of Bilingual Learners in Primary Schools: Statistical Analysis.” Retrieved November 29, 2011 from: https://www.education.gov.uk/publications/standard/publicationDetail/Page1/DCSF-RR006. Department for Education and Skills. (2006). “Ethnicity and Education: The Evidence of Minority Ethnic Pupils Aged 5-16.” Department for Education and Skills. Flores, Belinda. (2011). Teacher Preparation for Bilingual Student Populations. UK: Taylor and Francis. Lorenzo, Francisco, Pat Moore, Sonia Casal. (2011). “On Complexity in Bilingual Research: The Causes, Effects, and Breadth of Content and Language Integrated Learning.” Applied Linguistics 32 (4). Meyerhoff, M. (2006). “Multilingualism and Language Choice.” Introducing Sociolinguistics Abingdon: Routledge. Peal, E, J Lambert. (1962). “The Relationship of Bilingualism to Intelligence.” Psychological Monographs 76 (27). Salverda, R. (2002). “Multilingualism in Metropolitan London.” English Today 18 (1). Tabassum, Samina. (2006). Language, Space and Power: A Critical Look at Bilingual Education. 11 (1). Read More