Advantages and Disadvantages of Bilingual Education Program - Research Paper Example

BILINGUAL EDUCATION PROGRAM Introduction Bilingual education is a wide-ranging expression referring to the use of two languages of instruction in educational institutions. The complexity of the phenomenon can not be under-estimated especially considering a number of variables that it depends on, such as the students’ native language, the language of teaching as well as the linguistic objectives of the curriculum. Proponents of bilingual education suppose that such a program can help students to accomplish the desired skills to travel abroad for education and research as well as work upon graduation. They also believe that graduates of bilingual education enhance the ability to think creatively and with more flexibility. The opponents argue that it widens the social gap existing between the mainstream culture and the immigrants. They view it as a potential delay for students to learn English as well as promotion of discriminatory practices against immigrant students. Neutral arguments also exist whereby while preservation of culture is thought to be desirable, the societal gaps that exist due to cultural differences are considered to be undesirable. Language is regarded as a significant aspect of culture, and cultural diversity is presented as an important strategy for development. Pros of Bilingual Education According to Moses (2000), bilingual education is important for students aspiring to travel abroad for further studies or research, especially when the foreign countries use a different language from the native language of the student. The student may not require the services of translators, which is an important strength for success. Sometimes translators may be cumbersome to use especially when undertaking high level education. They may not bring out facts clearly. Moreover, graduates from bilingual education programs can effectively perform in employment abroad. Their understanding of two languages for every item they deal with helps them to interpret things in a better way than when working in a non-native environment. Bilingual personnel are able to think creatively and with more flexibility regarding different issues. It is unproblematic for a bilingual person to learn other languages, which adds to the strengths of working in a multicultural environment (Burdick-Will and Gomez, 2006). Bilingual education presents a person with an opportunity for more choices as regards living in different countries. The capacity to communicate effectively in two languages helps a person to gain self expressiveness and engage in successful negotiations when another language is involved other than his/her native language (Dicker, 2006). Moreover, the person is exposed to more sources of information due to the ability to read and write different languages. Information written in a different language from the native may not be available for a monolingual person. Bilingual education gives a person the capacity to live in a multicultural environment especially since language is associated with culture. Life becomes worthwhile and more interesting when a person develops a different perspective through exposure to diverse norms, lifestyles and history. Understanding different languages allows a person to become more focused on language and its meaning in the society. He/she gains awareness through reflection on the function of language as a tool for effective thinking (Moses, 2000). The flexibility of thinking allows bilingual learners to acquire flexible thinking that enhances their story telling capability, which is attributed to their boundless use of words. Bilingual education has also been found through studies to strengthen a person’s IQ. Apart from learning a foreign language, this method of instruction allows students to perfect their native language. They understand concepts better when they are able to interpret them in their mother tongue. The students are able to relate facts with what they understand in their own language. They are able to appreciate their own culture while using their native language, which helps to deal with feelings of inferiority regarding their identity. Generally, bilingual education attempts to introduce the students to a new language while preserving their native language (Dicker, 2006). Cons of Bilingual Education Certain aspects of bilingual education especially during its inception were deemed to be undesirable by opponents of this system of instruction in America. Its integration in schools was characterized by efforts to assimilate students from the mainstream and the minority in to the society through allowing kids to learn in their native language for three years. Even though it is important for children to learn their native language in their early stages of education, their separation in to different classrooms and teachers based on language for three years was viewed as an unnecessary move that could widen the social gap existing between the mainstream culture and the immigrants. Moreover, the immigrant children who were expected to learn in their native language for the first three years would be hindered from adjusting to the new culture. Generally, a uniform language of instruction in schools has been found to promote student retention in schools. Moreover, the costs involved in providing bilingual education are unnecessary, and the funds can be used for other projects that enhance learning (Hirsch, 1999). The dependence of students on their native language reduces their proficiency on international languages such as English, which have become globalized through international organizations such as the United Nations, World Trade Organization and World Health Organization among others. The English language is widely used and students would benefit from proficiency in the language rather than overreliance on the native language that might not be in use beyond their community (Feinberg, 2000). In other words, opponents argue that bilingual education yields professionals are equipped to work in their communities due to the high dependence on their native language. Even though they understand English or other foreign languages, they may not be fully equipped to work in foreign environments since they take it as a trivial language. This indicates the need to study in a monolingual educational setting where the language of instruction is that which has been proved to have an international outlook such as English (Curiel, 1990). Bilingual education in the American educational system is considered by opponents as a hindrance for immigrant learners to join the mainstream class where English is the main language of instruction. This practice has in the past been associated with segregation of the immigrant learners from the rest of the students. They are denied a chance to learn English quickly thereby hampering their integration in to the American society. According to the Civil Rights Act of 1964, practices that enhance discriminatory tendencies in the society should not be allowed to take place. Opponents of bilingual education programs argue that the students undertaking studies in their native language are likely to be discriminated against by their peers from the mainstream culture (Schnaiberg, 1996). Neutral Arguments on Bilingual Education Even though there are diverse views regarding the existence of bilingual education, some observers have pointed out some aspects of bilingual education that are neither positive nor negative. For example, as the American society continues in its endeavors to accomplish equality among immigrants and the mainstream population, it is important to preserve the identity of the immigrant cultures through providing them with an opportunity to maintain their customs. Nevertheless, there is need to ensure that all children and learners are offered equal opportunities to acquire education by promoting a common language of instruction in American schools (Smith-Davis, 2004). English is an important language that opens up opportunities globally, which can not be exploited by people who have limited knowledge in it. All cultures might benefit from learning their native language as well as English, even though there is a likelihood of some aspects of the minority cultures becoming extinct especially if the children are only exposed to English and virtually left with no chance of communicating in their native language (Salinas, 2007). Language is a significant aspect of people’s culture. A nation that is focused on accomplishing its development goals needs cultural diversity in all sectors (Scassa, 1996). Different cultures have different talents that should be integrated in the development strategies to facilitate success. People acquire the capacity to cope with unforeseen occurrences by sharing experiences with others from different cultures. Their perception on various issues becomes broad thereby approaching issues with sophistication. An organizational team that appreciates cultural diversity develops a significant characteristic of tolerating and accepting the differences between members and others outside it. This enhances problem solving and harmonious relations that enhance team success. Flexibility is maintained in the team and members easily accept the ideas of others. Inter-personal relationships are enhanced even beyond the team as members learn different approaches to communicate and interact with people from different cultures. Bilingual education acts as the starting point for people from different cultures to develop their talents, which are later combined in future endeavors (Dantas-Whitney and Eileen, 2009). On the other hand, harmonizing national goals through adopting a common approach in education and other aspects of life is also significant in establishing a strong national culture that promotes a shared vision among the American people. The more the people place their differences aside, based on their cultural backgrounds, the more they are likely to succeed in their endeavors (Moses, 2000). Conclusion Bilingual education enhances the capacity of students aspiring to travel or get employment abroad. The program presents people with more sources of information due to their ability to read and write more than one language. Exposure to diverse norms and customs make the life of students worthwhile. The program also promotes flexibility of thinking thereby enhancing their literary skills. However, opponents argue that bilingual education programs promote discrimination in schools. Moreover, students are thought to develop overdependence on their native language thereby missing an opportunity to learn English quickly. Opponents argue that it prevents immigrant learners from joining the mainstream class. English is an international language that opens up opportunities for learners and professionals globally. Language is a significant aspect of culture in the society. Harmonization of national goals through a common language is significant for a nation that is pursuing shared goals. References Burdick-Will, J. and Gomez, C. (2006). “Assimilation versus Multiculturalism: Bilingual Education and the Latino Challenge,” Journal of Latinos & Education, Vol. 5(3) pp 209-231. Curiel, H. 1990. “Bilingual Education and the American Dream: A Bridge or a Barrier?” Social Work in Education, Vol. 13(1) Dantas-Whitney, M. and Eileen D. W. (2009). “Moving Toward Critical Cultural Consciousness in ESOL and Bilingual Teacher Education.” Bilingual Research Journal Vol. 32, pp 60-76 Dicker, S. (2006). “Dominican Americans in Washington Heights, New York: Language and Culture in a Transnational Community,” International Journal of Bilingual Education & Bilingualism, Vol. 9(6) pp713-727. Feinberg, R. C. (2000). “Newcomer Schools: Salvation or Segregated Oblivion for Immigrant Students?” Theory into Practice. Vol. 39(4) pp. 220-7. Hirsch, E. D. (1999). “Americanization and the schools,” Clearing House, Vol. 72(3) pp. 136-9. Moses, M. S. (2000). “Why bilingual education policy is needed: a philosophical response to the critics,” Bilingual Research Journal, Vol. 24(4) pp. 333-54. Salinas, R. A. (2007). “All Children Can Learn...To Speak English,” National Forum of Educational Administration and Supervision Journal, Vol.23 (2) Scassa, T. (1996). “Language, culture, and the courts: Bilingual education in the United States,” Canadian Review of American Studies, Vol. 26(1) Schnaiberg, L. (1996). “Parents Worry Bilingual ed. Hurts Students,” Education Week, Feb. 28, Vol. 15(23). Smith-Davis, J. (2004). “The New Immigrant Students Need More than ESL,” Education Digest, Vol. 69(8) pp. 21-26. Read More