Bilingual Education - Article Example

Running head: Bilingual education Bilingual Education Bilingual education is a common thing in United s like countries because of the immense overseas students available there. Cognitive Academic Language Learning Approach (CALLA) is a new approach intended for bilingual students who learns English as a second language. This paper analyses bilingual education on the basis of Calla and the article “Rights and Responsibilities of Educators of Bilingual-Bicultural Children” by Jim Cummins Rights and Responsibilities of Educators of Bilingual-Bicultural Children -Summary ‘This paper focuses on the right and the responsibility of educators to make a positive difference in the lives of bilingual-bicultural children. The author argues that every educator has the right to make a positive difference in children’s lives. Neither of these claims might seem particularly controversial, but taken together they involve major implications for how educators define their roles in the education of children. In a context of overt and covert societal racism directed against the languages and cultures of marginalized communities, educators not only have the right to become proactive advocates for children’s linguistic rights, they have the ethical responsibility to do so. The author illustrates the reality of societal racism directed against children’s languages and cultures in two contexts: community and legislation. These examples are drawn from the United States context but similar historical and current examples can be found in countries around the world—for example, Canada’s brutal treatment of its indigenous First Nations population in residential schools up to the 1970s or the current educational repression of Kurds and the Kurdish language in Turkey. Then the author present case studies of three schools in the United States, Belgium, and New Zealand that have made a positive difference in the lives of bilingual-bicultural children by affirming in every facet of the school operation the value of children’s languages and cultures. Finally, the author discusses a theoretical framework that attempts to articulate the relationship between power relations in the wider society and the reality of teachers’ work in schools in this article.’ (Cummins) Arguments in favor of the article This article strongly favors bilingual education and I believe that the author is completely justified in his views. The author’s main argument in this article is that in a context of racism directed against the languages and cultures of marginalized communities, educators have the right to become proactive advocates for children’s linguistic rights and have the ethical responsibility also. “The New York State Association for Bilingual Education maintains it is important to foster "the awareness and appreciation of biculturalism and bilingualism as an integral part of cultural pluralism in our society." (The Bilingual Education Debate: Part I, 1998) The teacher has the moral responsibility towards all the students irrespective of the culture or country the student belongs to. It is his duty to ensure that all the students are able to understand what the teacher is talking about irrespective of the culture or country they belong to. “Political and administrative decisions are often taken on the basis of false representation of the content, means and outcomes of bilingual education. Such special pleading by and for the dominant group facilitates the operation of pressure groups such as US English, which have the explicit goal of imposing a monolingual version of the United States, hence of depriving minority members of their linguistic rights in education.” (Kangas, et al, p.136) There is no point in educating a child if he doesn’t understand what the teacher is teaching. Communication is the main requirement for effective learning. Even though communication between a teacher and a student has so many other dimensions, oral communication is the most important one. If the teacher failed to communicate effectively through this medium then proper learning will not take place. For example, most of the scientific theories need oral explanation apart from lab works and other assignments for the proper understanding of the topic. Students, who don’t have English as their mother tongue, may find it extremely difficult to follow the accent and vocabulary of the American teachers and hence they need separate classrooms where the topics are discussed in simple languages. Arguments against the article Critics of bilingual education say that many non-native English speakers are graduating from school systems with poor reading skills in both English and their native language. They cite low test scores to support their argument. (The Bilingual Education Debate: Part I, 1998) Critics believe that bilingual education actually creates two types of students in the country and also the quality of education will be lowered. Separate classrooms for bilingual education will prevent the overseas students from learning the exact English language skills since the teachers are using simple language and vocabulary in the bilingual classes. Bilingual students will take conscious effort to improve their language if they taught along with the native English speakers and hence their English language skills will be improved. Cognitive Academic Language Learning Approach (CALLA) “The Cognitive Academic Language Learning Approach (CALLA) is an instructional model that was developed to meet the academic needs of students learning English as a second language in American schools. Based largely on findings of studies on cognition, the model integrates academic language development, content area instruction and explicit instruction in learning strategies for both content and language acquisition.” (Chamot & O’Malley) It is difficult for non native English speakers to speak or learn English as similar as the native English speakers. Because of this difficulty in learning English, the subjects taught in the classes may not be properly learned by the bilingual students and hence they will lag behind others. CALLA is an instructional model designed for bilingual students to make the learning process much easier. As per CALLA methodology “Learning is an active and dynamic process; Learning can be grouped into three types of knowledge: declarative (knowledge of facts), procedural (knowledge of “how to” do things), meta cognitive (relate current learning tasks to past knowledge and learning procedures). (Chamot & O’Malley, Implementing CALLA) Learning is an active process where active involvement of teacher and the student are required. In CALLA approach the topic is simply defined and formulated and hence both the teacher and the student benefited from this. The learning activities are classified into three broad categories in this approach; Declarative, procedural and Meta cognitive. Declarative knowledge is the surface level knowledge which does not need in depth understanding. For example, the fact tiger is a wild animal, is a declarative knowledge. Procedural knowledge needs more detailed analysis to understand the topic well. For example the fact water coverts to steam at 100 degree Celsius, is a procedural knowledge which requires more detailed study. In Meta cognitive learning the previously learned knowledge is utilized in tackling a specific situation or vice versa. ‘CALLA curriculum is divided into three parts. First part is the preparatory part or theoretical part in which the cognitive learning theory and the related topics such as language across the curriculum, language experience approach, and cooperative learning are discussed. The second part focuses on planning, teaching and monitoring CALLA. The teacher will choose the appropriate learning method for the student during this part after measuring the knowledge and skills levels of the student. The teachers will communicate with each other before finalizing the proper method of teaching for the students in this part. The final part is the implementation part.’ (Chamot & O’Malley) “CALLAs principal objectives are to assist students in: Valuing their own prior knowledge and cultural experiences, and relating this knowledge to academic learning in a new language and culture Learning the content knowledge and the language skills that are most important for their future academic success; Developing language awareness and critical literacy Selecting and using appropriate learning strategies and study skills that will develop academic knowledge and processes Developing abilities to work successfully with others in a social context Learning through hands-on, inquiry-based, and cooperative learning tasks Increasing motivation for academic learning and confidence in their ability to be successful in school Evaluating their own learning and planning how to become more effective and independent learners.” (THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH) Conclusions Both proponents and opponents of bilingual education agree that the ultimate goal of any approach is for students to become proficient in the English language. English is an international language and medium of communication and hence it is required everywhere in the world. Though bilingual education has some disadvantages like lowering the quality of education, when considering the immense advantages, it should be encouraged. References 1. Cummins Jim, Rights and Responsibilities of Educators of Bilingual-Bicultural Children, Retrieved on April 27, 2009 from http://www.iteachilearn.com/cummins/rightsresponsbilinged.html 2. Chamot Anna Uhl & O’Malley J. Michael, 1994, Implementing CALLA: Cognitive Academic Language Learning Approach, Retrieved on April 27, 2009 from http://www.cde.state.co.us/cdesped/download/pdf/FF-CLD-CALLA302.pdf 3. Chamot Anna Uhl & O’Malley J. Michael, 1994 , CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach Retrieved on April 27, 2009 from http://www-writing.berkeley.edu/TESL-EJ/ej07/r5.html 4. THE COGNITIVE ACADEMIC LANGUAGE LEARNING APPROACH, Retrieved on April 27, 2009 from http://calla.ws/overview.html 5. Kangas Tove Skutnabb, Phillipson Robert, Rannut Mart, Linguistic Human rights, Retrieved on April 27, 2009 from http://books.google.com/books?id=Jo3NobRqFUQC&pg=PA136&lpg=PA136&dq=linguistic+rights+in+bilingual+education&source=bl&ots=UDpsuEVcMR&sig=GYMIvmxa_uV7wzsN1YVgK8a_BvY&hl=en&ei=mYb1SfKxIMiMkAW5wbTTCg&sa=X&oi=book_result&ct=result&resnum=3#PPP1,M1 6. The Bilingual Education Debate: Part I, 1998, Retrieved on April 27, 2009 from http://www.education-world.com/a_curr/curr047.shtml Read More