Bilingual Education - Two Way Immersion Program - Essay Example

Bilingual Education- Two Way Immersion Program Introduction The Two Way Immersion program (TWI) can be termed as an instructional program that combines both the speakers of native English and other languages in a bid to give learning instructions using both languages. The increase in the number of TWI programs has prompted the implementation of research studies that are geared towards establishing the nature and the outcomes of this educational approach This paper seeks to provide an incisive and comprehensive outlook on Bilingual education in reference to the TWI program. It will generally cover the methodological approaches of studying bilingual languages. It will highlight the barriers that counter the approach of the TWI program. Moreover, this paper will illustrate how the Beriberi approach has over the course of time accentuated a rapid change of the program into a main stream program. Additionally, this paper will highlight the methodologies used to examine the TWI program in reference to Armendariz and other relevant sources. Cummins research studies Jim Cummins, the author of the book “Language, Power and Pedagogy: Bilingual Children in the Crossfire” links theory, policy, research and practice to advocate for improvement in the educational practice. His studies and essentially relevant and beneficial when applied in the field of Bilingual education. Cummins exposes the characteristics of effective practices and quality programs. However, his key perspectives on education of minority language population accentuate that these form of learning approach is intertwined with main power relations across the various cultural and linguistic groups in the society. Cummins studies are beneficial since he proposes a transformational pedagogy as a means of countering the power inequalities in schools and the society at large. Transformation pedagogy incorporates collaborative critical inquiry that allows students to analyse and comprehend the social realities in the society in regard to bilingual education. Cummins studies reveal several educational models that are essential for transformation pedagogy (Cummins, 2000). Barriers of learning another language Research studies based on experience accentuate planning, communication and flexibility are imperative elements in TWI programs. In the course of implementing the TWI program certain barriers are bound to arise. There exist language history, cultural differences, customs and nonverbal communications that make the English language difficult to learn and comprehend. For instance, similar word with different pronunciations, homonyms and silent letters. The lack of sufficient budget for educational materials, such as the sound word software and the interactive linkages that learners can access and interact with other international students. The lack of interest amongst students to learner language is also a barrier in the implementation of the TWI programs. Minimal or no involvement on the side of the parents poses another challenge, parents could lack enough time to practice with their children. Additionally, the knowledge of the parents on a particular language could be limited (Delong, 2002). Beriberi approach on rapid transition into mainstream program The Beriberi approach on rapid transition into mainstream program involves the use of both the English language and the student's native language throughout the instructional sessions. By using this approach the immigrant students are taught the various subject areas by using English and their native languages at different intervals of their class sessions. This is done until the students become proficient in the English language. By using this approach the classroom transitions from the English language to the other language periodically. Most learning instruction in primary grades is given in the minority language thus increasing the English based instructions in the coming grade levels. Consequently, the class becomes acquainted with their second language (De Jong, 2002). Methodologies and main results of studies in the TWI program The TWI Program as an alternative approach of bilingual education has potential of growth and expansion in the existing societal needs and demographics. Given the fact that there is a continuous increase in the population of students from minority languages the expansion and growth of the TWI program is inevitable. This program provides suitable platform for native English speakers to develop written and oral competence in the second language. Moreover, it gives all the student groups cross cultural awareness, biliteracy and bilingualism (Armendariz & Armendariz, 2002). As the number of TWI program has increased research centered on this bilingual educational approach has increased .Similar to other educational research studies there are several methodological challenges facing the research geared towards the TWI program. A primary challenge identified lies in the subject of non-random assignments which inherently affect the interpretation of the main findings. Given the fact that TWI programs are voluntary the procedure of self selection could end up influencing the outcomes of the students. For instance if some students are better academically than others it would be somewhat difficult to establish whether this out come is as a result of the TWI program. It is also impossible to compare the outcomes of this program (Senesac, 2002). Methodological approaches of learning bilingual languages There are several strategies of bilingual education programs. The initial strategy entails immersion of English in the entire educational system thus requiring that immigrant student to foster an understanding in English by setting aside their native languages. The second approach to Bilingual education is regarded as the Transitional Bilingual Education. This approach necessitated the initial teaching of immigrant student by using their native language thereafter their instructional language is shifted to English. This methodology enable the student to gradual become familiar with the English language without exerting any pressure for the student to familiarize themselves with English with immediate effect. The third approach to bilingual education is regarded as the Paired Bilingual approach it involves the use of both the English language and the student's native language throughout the instructional sessions. By using this approach the immigrant students are taught the various subject areas by using English and their native languages at different intervals of their class sessions. This is done until the students become proficient in the English language. The two way bilingual education approach involves the use of both the English language and the student's native language throughout the learning course. By using this approach the classroom transitions from English to the native language periodically. Consequently, the class becomes acquainted with their second language (Nieto, 2000). Impacts of research projects on Bilingual education The interpretation of research studies on bilingual education plays a great role in the course of improving this educational approach. Both policy makers and educators can learn on the effective ways of running these programs. For policy makers in this area, research projects shed light on effectiveness or limitations of the design and instructional strategies that have been implemented. Through such research projects educators are enabled to establish whether the needs of the learners are being addressed. On the other hand, the main assumption among academic advocates and opponents of bilingual education is that policy-relevant conclusions can been drawn in reference to the effectiveness of bilingual education. These conclusions can however be drawn form methodologically acceptable studies. Typically, these research studies are program assessments that involve control groups and treatment compared in a way that the result differences can be accredited to the treatment instead of extraneous factors (Nichols, 2001). References Armendariz, A & Armendariz, J. (2002). An administrative perspective of a two-way bilingual immersion program. Bilingual Research Journal, 26(1), 169-179 Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire.UK: Clevedon. Nichols, S (2001). No Child Left Behind Act of 2001. PL 107-110. 10 USC § 6301. Retrieved on October 22, 2009 from http://www.ed.gov/policy/elsec/leg/esea02/107-110.pdf Nieto, S. (2000). Puerto Rican students in U.S. schools. New York: Lawrence Erlbaum Associates. De Jong, J. (2002). Effective bilingual education: From theory to academic achievement in a two-way bilingual program. Bilingual Research Journal, 26(1), 65-84. Senesac, K. (2002). Two-way bilingual immersion: A portrait of quality schooling. Bilingual Research Journal, 26(1), 85-101. Read More