The Argument For for Against Bilingual Education - Coursework Example

Bilingual education al Affiliation) Introduction Bilingualism is the ability to speak in two languages. In the U.S. context, it is the ability to use another language besides English in the public service to accommodate immigrants. On the other hand, bilingual education is a practice of teaching immigrants in their native language while still learning English language. The fundamental idea was to teach the immigrants students other subjects in their native language so that they cannot lag behind their English-speaking peers. Proponents of bilingual education argue that through such practice, the immigrants learn the English language quickly and catch up with their English-speaking peers within no time. On the hand, pro-English oppose bilingual education stating that it is costly and at the end the students are less proficient in the English language (Mujica, 2003). The argument for or against bilingual education may never end. However, the cost implication of the bilingual education appears to outweigh its benefits. As a result, this paper will provide an argument against bilingual education. In addition, the paper will also categorically analyze various misconceptions that characterize proponent view on bilingual education. For the past thirty years, the U.S. government has spent billions of dollars in financing the bilingual education program. However, numerous researches have shown that the beneficiaries of this program still lag behind academically. Pro English opposing the program argue that it creates segregation by language in public schools that result in social isolation. In addition, discrimination lowers the student’s self-esteem, leads to poor academic performance, and contributes significantly to the high dropout rate experienced in public schools. Proponents of bilingual education argue that such argument is based on misconceptions about the objective of the program (Kleven, 2007). They further argue bilingual education program does not promote segregation; on the contrary, it serves to promote equality among the students since they gain proficiency in the English language rapidly. As a result, they are merged with their English-speaking peers after a while. Such argument is not factual and reliable since different children have different aptitude ability. The ability of the students to catch up with other the English speaking solely depends on the brilliance of the student. Pro-English have been in support of the government move to end the bilingual education model. The Electorates in three US states that have undertake bilinguals programs gave a strong backing to the English for student’s initiative to substitute the bilingual program. In 1998, the state of California had 60% of electorates in support of the change. Sixty-two percent of Arizona constituents backed the initiative in 2000, and in Massachusetts 68% of the voters gave their approval in 2002 (Crawford, 2000). Today, there three states that still embark on the bilingual program; this is attributable to the increasing immigrant population in these states. Teaching the immigrants in their native language is commendable; however, it is a complex undertaking. Pro English argue that it is the responsibility of the education sector to teach non-English speaking students English as fast as possible. Delaying their learning could hinder them from adapting to the new social setting. The sooner the immigrant children become accustomed to the new social setting the better. A student graduating from high schools lacking the proficiency of English language is denied a number of opportunities later in life. A number of people have succeeded without the bilingual education system. Pro English have observed that there numerous cases of successful American immigrants who went to schools without the bilingual program and gained a high level of English literacy. However, proponents contend such claims arguing that they had a crucial advantage than most non-English speaking children do have today. They further argue that the most of the so-called successful people grew up in English speaking neighborhood that facilitated their quick grasp of English language. The proponents further argue that today most children with a limited proficiency in English encounter English only at school. They lived in a neighborhood made up of their fellow counterparts. For instance, Mexicans live among fellow Mexican immigrants. However, such claims have no place in today’s society due to the impact of globalization. The latest technology affords children with several avenues they can encounter the English language. Most of the media content is in English language (Mujica, 2003). In addition, the internet is purely English; hence, this proves that the proponent argument is flawed and unsubstantiated. The public has also shown their disgruntlement with the bilingual education system. Most parents argue that the program acts at the expense of quality education. Teaching the children English language while still teaching other subjects in their native language compromises the quality of education. In the US, proficiency in English is a primary requirement for obtaining a job or pursuing higher education. As a result, most parents insist that their children should first be enrolled in English classes before they can proceed. However, proponents of bilingual model assert that the public opinion on bilingual program solely depends on the question asked (Oller & Eiler, 2002). For instance, in a situation where the respondents are asked whether they are against or in support of bilingual education, a significant number of the respondents supported bilingual education. However, if the question was if they would support mother tongue in the education system most of the respondents were against bilingual education. An opinion poll is not necessarily a reliable measure of public opinion due to geographical limitation. A particular region may support the bilingual model due to a number of factors. For instance, the area may be made up of a high immigrant population. As discussed earlier, electorates in Texas and Illinois State support bilingual education. While in other states such as California and Arizona, a significant number of voters were in support of the government initiative to end bilingual education program. The debate on the issue of bilingual education dates back in the mid 20th century. A section of educators argued that the bilingual program should be transitional. The child’s native language should be used to for teaching purpose. As a result, the student acquires intellectual skills and it facilitates their academic prowess. According to the proponents, English should be taught as a second language until the children gain proficiency in English. The native language introduced the children to other concepts while still attending mainstream English classes. However, pro-English were against the program citing that it acted as a tool for ethnic division in public schools to foster social, economic and political ideologies of the Hispanic. Bilingual education was viewed as a way of promoting the culture of the Hispanic community (Kleven, 2007). In addition, a section of scholars argued that it served to enhance their political advantage. Over the years, a part of the Hispanic population who were strong advocates of bilingual education has expressed doubt about its success. They argued that after school, a number of students still had less mastery of the English. In addition, the students performed poorly compared to their English-speaking counterparts. Supporters of bilingual education contend the argument by stating that proficiency in the English language takes longer time than expected. They also point out the shortage of qualified bilingual teaching staff as a primary hindrance to the success of bilingual education program. However, even with an increased number of bilingual teaching staff the bilingual model fails to eliminate the gap between the English-speaking students and the immigrant students. Policy implication of bilingual education Legislators allege that in the case where bilingual education is proved inferior to the English-based learning, preference should be given to English-only programs. A number of studies have been carried out regarding the cost implication of bilingual education. According to the studies, the bilingual education model has been termed as a costly undertaking. Under the model, the government is obliged to hire bilingual teachers and provide translation to the existing curriculum. In addition, the ever-growing immigrant population adds on to the cost of the bilingual model. A number of the non-English-speaking immigrant children enroll in public schools. Allowing the schools to seek other alternatives would enable the governments to cut down the cost of sustaining the bilingual model (Mujica, 2003). It is estimated that the state has spent $2 billion on the program that encourages class instruction in the student’s native language. There are conditions that immigrant communities have to meet to receive genuine bilingual education. The Spanish speakers were practically the only non-natives benefiting from the program. Conclusion Well-executed bilingual programs have a modest advantage over English-only, no language intervention program has expunged the gaps that exist between English-speaking students and students with limited English proficiency. Other factors contribute to the academic performance of English learners. The society has overblown the issue of bilingual education while disregarding the more vital social and didactic issues that need to be studied. Based on the analysis provided, it is evident that the cost of bilingual education outweighs its benefit. As a result, this paper will also provide an alternative program that would replace the bilingual model. The English immersion model is best suited for English learners. The students spend one full academic year learning English. As soon as the student has gained mastery of English language, they are merged with the English-speaking students. According to a recent study conducted in the state of Texas, it was evident that students who were enrolled in an English class for an average of 2 years performed well in other subjects (Oller & Elliers, 2002). A number of researches comparing the performance of the student in both the bilingual model and the English immersion program have been carried out. Most of the studies show that students in English immersion program perform better academically. A study by a Californian Institute reported that some of the best performing students in Californian public schools are children who had little or no knowledge of the English language. Most of these students were first enrolled in the English immersion program. References Mujica, M. E. (2003). Why the US needs an official language. Retrieved on January, 23, 2008. Kleven, T. (2007). The Democratic Right to Full Bilingual Education. Nevada Law Review, 7. Oller, D. K., & Eilers, R. E. (Eds.). (2002). Language and literacy in bilingual children (Vol. 2). Multilingual Matters. Crawford, J. (2000). At war with diversity: US language policy in an age of anxiety (Vol. 25). Multilingual matters. Read More