Successful Bilingual Education Programs - Literature review Example

Societal Bilingual in Primary School Name Institution Date Societal Bilingual in Primary School 1. Macro and Microcontext The challenge of learning the second language can vary depending on the existing differences between the L1 language and the L2 language. Some aspects of L1 language may vary in essential aspects, such as semantics, from the L2 language. The differences imply that learning the L2 language would be a greater challenge. Such a situation is evident from the context of Saudi Arabia especially when it comes to learning of a second language. The primary language spoken in Saudi Arabia is Arabic, which arguably among the most spoken languages around the globe. According to Alharbi (2015), learning English as a second language in Saudi Arabia especially outside classroom setting poses a greater challenge. In addition, there as specific aspects of the learning environment that are capable of creating a challenge to Saudi Arabian learning English like an L2. For instance, Khan and Aziz (2011) point out that there is reduced use of the English language inside a classroom since Arabic is the main language of instruction. The English speaking ability of learners ends up to be reduced due to reduced exposure as well as practice. The bilingual combination of Arabic and English as the L2 language has become an area that most Saudi Arabians have made a choice to pursue. The trend has seen the Saudi Arabia introduce English as a compulsory subject of study at the elementary level. This resolution came into force eight years ago with stages of incorporation running to 2013. The first group to be using the English compulsory system was the sixth grade then later the fifth and fourth grade followed. There has been an issue concerning the capacity of public schools to equip learners with proficient skills in the English language. The introduction of English subject in the Saudi Arabian public schools has created a topic of study for many scholars researching on bilingual. Alhaysony (2012) explained that the impact of the sentence structure in the first language have been established to cause L2 acquisition problems. Similarly, the difference in the type and use of articles have also stood out to be problematic in Saudi Arabia. Statistics from previous studies has established that only six percent of teachers in primary schools use English as the language of instruction while in classrooms. Over 60 percent of teachers claim that the use of Arabic language is efficient as far as dissemination of knowledge to Arabic students is concerned. All speculations concerning the bilingual situation in Saudi Arabia can point a finger towards the teacher training models, classroom teaching methodology and the orientation of academic goals. According to Pacific Policy Research Center (2010), the general environment of learners in Saudi Arabia is characterized by a lack of authentic environment to practice the English language. As a result, the learners in Saudi Arabia are not adequately engaged in practicing English communication skills. Khan (2011) argues that the there need to be a bilingual program that is relevant to suit learning of English as an L2 language for Arabic speakers in Saudi Arabia. The challenge in bilingual adapting capabilities has more to do with the system in Saudi Arabia than the individual learners capacity. 2. Justification of the bilingual program in primary schools In establishing a bilingual model in the Saudi Arabian education system, specific models will be used to ensure that ESL learning is conducted effectively. According to Montgomery (2008), the models are meant to ensure that learners can learn English as well as practice the use of language in communication. The learning of English a second language requires the aspect of consistency in controlled environments before adequate skills can be gained. Garcia (2011) explain that controlled environment implies that relevant approaches should be used that will ensure learners ability is well put into use. The education system must incorporate the best learning strategy where learners actively participate in the learning process. The English language is one of the academic subjects that require practice to achieve perfection. Immersion is one of the best models that have been used in many countries with successful results achieved which is consistent with Pacific Policy Research Center (2010). A two-way immersion system has recorded success among learners considered as language minority. Before using the immersion model, it is important to identify the two important factors that include community and identity. Immersion planning According to Jim and Davison (2007), it is recommended that the immersion model provides learners with a period of 5 to 6 years of bilingual instruction. The bilingual model should be able to maintain the original focus developed by the curriculum of Saudi Arabia. Saudi Arabia should provide an environment where the optimal input of language can be exercised. In addition, the environment for output should also be created, and learners encouraged exercising the ESL learned through the interaction of various kinds. Saudi Arabia schools should strive to use the English Language as the language of instruction at a rate of 50 percent regarding use. According to Khan and Aziz (2011), the learning of the English language should not be an option for the Saudi Arabia’s curriculum developers to do away with the Arabic language. The bilingual immersion should ensure that learners are adequately equipped with both Arabic and English language. Learners should also be in a position to use the language appropriately and efficiently. Instructional approaches should be achieved by the use of both the two languages in Saudi Arabian schools. Immersion approach According to Lin and Man (2009), it is preferable to adopt early immersion rather than the late immersion when incorporating bilingual language. Early immersion allows learners to adjust easily to the bilingual system hence can use the language with ease at advanced stages of learning. Three types of immersion can be used in Saudi Arabia, which is total immersion, partial immersion and two-way immersion. For total immersion, the language to be used in the Saudi Arabian schools may adopt 100 percent use of the English Language. Total immersion would not be recommended, as it will have negative impacts on the local language, which is Arabic. Partial immersions allow the variation in the use of Arabic and English as the languages of instruction in the school setting. The option can be considered although may create instances of confusion when it comes to application of the language. The best type of immersion that can be used in Saudi Arabia is the two-way immersion. Two-way immersion in the study of bilingual can also be termed as bilingual immersion and has been used in countries such as the United States, which is consitent with Khan and Aziz (2011). In this type of immersion, all types of students are integrated into the same classroom, which includes the majority language learners and the language minority learners. The main goal of the two-way immersion system in Saudi Arabia should be used to attain academic excellence. Two-way immersion can be recognized with some common characteristics such as the provision of instruction in both Arabic and English language. Two-way immersion also requires that one language be used at a time to avoid confusing the learners. The immersion system allows the students to share language through peer-to-peer. The whole concept of two-way immersion is to allow the learners to be exposed to one language at a time with maximum perfection expected when using the language. According to Minaya-Rowe (2002), the two-way immersion also allows learners to adequately use both languages in the entire learning process. Policy developers should recognize the fact that an education system can only be considered as bilingual if two languages are used in the delivery of instruction as well as responses. The dose in which the two languages are applied should be equal in such a way that the Arabic language may not underpin the English language and vice versa. The use of the language should equally apply to the entire curriculum used in the Saudi Arabian context. Freinberg (2002) insist that four approaches must be used for the two-way immersion model to be successfully implemented in the Saudi Arabian academic system. The first approach is to achieve enrichment using an immersion type known as additive immersion (Joy, 2014). The aim of this approach is to ensure that the minority gets recognition in the main system. The second model is heritage where the immersion type used is also the additive immersion. The aim of the second model is to ensure that indigenous language remains relevant as far as bilingual education is concerned. The third approach is maintenance where additive or moderate immersion is adopted. The third model aims to enable students to maintain the efficient use of both the L1 and the L2 languages. In Saudi Arabia, the two languages to be maintained are Arabic and the English languages. The final model is transitional where the main immersion used is the subtractive or weak immersions. According to Freinberg (2002), the immersion model has been used in several parts of the world, and the success story has been commendable. The immersion model, specifically the two-way immersion, allows learners to understand two languages as the basic means of delivering instructions or providing responses. Two-way immersion will ensure that The English language is incorporated in the Saudi Arabian system without reducing the use of Arabic. The two languages are used simultaneously, and learners can acquire effective communication skills in both Arabic and English language. Immersion strategies When a teacher is using immersion in the primary schools in Saudi Arabia, he or she must identify some factors (Horward et al., 2005). The vocabulary that that the students would find easy to comprehend is paramount in the early stages of immersion. Teachers must adequately identify the objectives of both content and language and must often slow down the speed for all learners to comprehend. It is creative enough for a teacher to use questions approaches that would trigger learners to the thing and use some linguistic complexities. The art of talking walls and ‘print’ environment is considered necessary as some words in the prints act as points of reference for the learners. According to Khan (2011), vocabularies and word patterns often used in the L2 language must be included in the print media. Teaching the English language in Saudi Arabia must make use of interesting literature to attract the learners’ attention. For instance, the interesting Arabic stories should be directly translated to English, which can help learners show more interest in the language. Other forms of oral literature can be used to complement written materials with the use of songs and poems the most preferred. Encouraging learners to make use of both languages at specific times is advisable. Teachers must strategize activities that require learners to show a physical response to a set of instructions (Howard et al., 2005). This allows students to learn specific instructional words in English and it is easy to translate such words from L1 language to L2 language. The enhancement of the use of language can be blended by the use of interactive groups in which the students are encouraged to speak in either L1 or L2 language at specific times. According to Joy (2014), role-playing can be included in the practical activities with the main aim of using specific language (L1 or L2) as the main language for communication during the activity. Drama and dances in class can be very interesting but also very useful in training learners on various ways to use L1 or L2 language. Teachers have to provide their students with word bank for both languages, which will allow students to select specific words to be employed in either L1 or L2 language (Alharbi, 2015). A board rich in vocabulary bulletin can be provided for learners as a point of reference. Provide an assessment of same content in both L1 and L2 language to determine the consistency of comprehension in both languages. Encouraging students to maintain a journal of their thinking process would be important to ensure that development process is quickly assessed. Students can be asked to display their understanding abilities by sharing with others through activities such as teaching. Determining when a child experiences delays in language learning Learners in primary schools may not exhibit the same levels of grasping content when presented with the same treatment. Some students may understand the content quicker than others may. It is the duty of a teacher to determine such differences and establish the remedy for the same. Specific aspects such as English vocabulary deficit and difficulty in communicating in English are some of the symptoms (Horward et al., 2005). When students tend to over-rely on body language rather that speech or text, a teacher can detect difficulties in grasping the L2 language. Specific aspects of language to be emphasized during two-way immersion Teachers must use particular alphabetical and orthographic awareness in The English language so that students can establish the existing differences between Arabic and English. Use of meaningful print is recommended as such media can be used to instill meaning. Teachers must also encourage particular learning habits such as reading and writing in both L1 and L2 languages. It is also recommended that teachers trigger content knowledge, higher thinking and enhanced cognitive skills among students. 3. Description and justification of the bilingual program assessment According to Alhaysony (2012), when bilingual education model gets into the system, it is important to ensure that the system has all it takes to meet the required goals. The main goals of a bilingual education approach in Saudi Arabia are to equip learners with the ability to use both Arabic and English languages in the learning process. It is also important that the learners can effectively communicate using both Arabic and English in both classes and out of the class setting. The two-way immersion model has proven to be efficient, but there is still a need for assessment of its application in the Saudi Arabia. The impact of the model may not be well suited for the setting, and therefore, assessment has to establish such consistencies or inconsistencies where necessary. Various techniques of assessment can be used to determine whether the two-way immersion model is successful in achieving a sustainable bilingual education system in Saudi Arabia. However, the best assessment should pay attention to the teachers, student, and the system. These three factors are very important as far as education systems or formulation of education policies is concerned. Student-teacher interaction According to Yushau and Bokhari (2008), student-teacher interaction is one area that should be assessed when two-way immersion approach is used in Saudi Arabia. An education system cannot be considered as successful when the teacher-learner interaction is poor. As learners develop in both language and knowledge, it is expected that development is supported by a commendable understanding between the teacher and the learner. The two-way approach should enable learners and teachers to understand to communicate effectively. For instance, when communicating in Arabic, both the student and the teacher have to understand each other. The same applies when the two parties communicate in the L2 language, which is English. Maintenance Minaya-Rowe (2002) explain that it is expected that the two-way immersion should maintain the relevance of both languages in both academic and the social setting. The incorporation of English language as an L2 language should not be used to overwrite the native language, which is Arabic. Assessment has to be conducted to ascertain the impact of the two-way immersion on the native Arabic language, which should be preserved. Preservation of native language is very important for the purpose of preservation of unique culture. Maintenance should ensure that all the feature of the L1 and L remains authentic in the entire learning process. The effect of L1 should not interfere with the effects of the L2, which implies that the two-way immersion model should preserve all specific factors of a language. For instance, some articles in English are not present in Arabic. Enrichment The other type of assessment should be conducted to determine whether the two-way immersion is good enough to enrich the minority within a learning system, which has also been proposed by Alharbi (2015). As stated before, the essence of bilingual is to improve education quality and not vice-versa. Therefore, if a certain bilingual system ends up as a burden on the learner without any substantial benefits, the system is a fake. It is important to ensure that this quality is adequately assessed. Assessment plan According to Joy (2014), a plan has to be derived that will enable the assessment of the effect of the bilingual system on the learners and the entire education system of Saudi Arabia. According to Joy (2014), the assessment measures should be well aligned with the goals and visions set out by the schools or the academic curriculum of Saudi Arabia. Language development monitoring is one of the assessment techniques that can be used to determine the bilingual program. The efficiency should be felt from all sector of the education in Saudi Arabia, which includes teachers, learner’s administrators, and academic leaders. Students should be tested both formally and informally to determine how good they are adapting with the two-way immersion system. The same type of aspects has to be evaluated in both languages to establish the responses of the student in both Arabic and English (Minaya-Rowe, 2002). For instance, the same type of question should be set in both Arabic and English to determine how conversant the learners in both languages. The type of assessment enables to determine whether the learners can efficiently respond to the same issues in both languages. Consistence response implies that the two-way immersion is efficient. However, the inconsistent response in one language implies that the immersion system has not been consistent. The system should also allow various types of use language assessment to establish how good the students are progressing in the bilingual system. Joy (2014) explain that assessing the student content learning in both Arabic and English is very important. As the system takes shape within the education system in Saudi Arabia, it is important that the learners understand the concept in both English and Arabic. The translation of content should not change the meaning of content but only the language used to deliver content. Assessment should target the students’ proficiency to communicate in both Arabic and English. One of the main issues is determining the point where assessment should be introduced. As previously, stated, early immersion is more successful than the late immersion. Montgomery (2008) insists that assessment of the impact two-way immersion should begin in the early stages of the learning system. The early stages of assessment should involve the use of language in simple tasks such as translation of Arabic words to English words and vice versa. According to Khan (2011), the early type of assessment provides learners with the two languages in the application, which makes it easy for the later stages of learning. Later stages of learning can then enhance improve the assessment approach to involve questions in various subjects of study. Learners at advanced stages of learning should be able to respond to questions in both languages as well as provide consistent responses. A formal assessment technique involves setting examinations in both languages for students to prove their bilingual skills gained. On the other hand, the informal approach involves setting situations that would require students to respond without the pressure similar to a class examination situation. It can be concluded that both structured and unstructured examination approaches can be used to assess the two-way immersion in Saudi Arabia. References Pacific Policy Research Center. (2010). Successful Bilingual and Immersion Education Models/Programs. Retrieved from Research and Education: http://www.ksbe.edu/_assets/spi/pdfs/Bilingual_Immersion_full.pdf Alharbi, A. H. (2015). Improving Students' English Speaking Proficiency in Saudi Public Schools . Retrieved from International Journal of Instruction Vol.8, No.1: http://e-iji.net/dosyalar/iji_2015_1_8.pdf Alhaysony, M. (2012). Vocabulary Discovery Strategy Used by Saudi EFL Students in an Intensive English Language Learning Context. Retrieved from International Journal of Linguistics Vol. 4 No. 2: http://macrothink.org/journal/index.php/ijl/article/viewFile/1724/pdf Freinberg, R. S. (2002). Bilingual Education: A Reference Handbook. Santa Barbara: ABC-CLIO. Garcia, O. (2011). Bilingual Education in the 21st Century: A Global Perspective. New York: John Wiley & Sons. Horward, E., Sugarman, J., Perdomo, M., & Adger, C. T. (2005). The Two-Way Immersion Toolkit. Retrieved from Brown University: https://www.brown.edu/academics/education-alliance/sites/brown.edu.academics.education-alliance/files/publications/toolkit_all.pdf Jim, C., & Davison, C. (2007). International Handbook of English Language Teaching. London: Springer Science & Business Media. Joy, K. (2014). Assessment Plan for Bilingual Elementary Programs in the United States. Retrieved from A Thesis Presented to the Department of Romance Languages and the Robert D. Clark Honors College in partial fulfillment of the requirements for the degree of Bachelor of Arts: https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/18051/Thesis%20Final-Carpenter.pdf?sequence=1 Khan, A. I., & Aziz, K. A. (2011). The Teacher of English: Pedagogic Relevance in Saudi Arabia. Retrieved from English Language Teaching Vol. 4, No. 2: http://files.eric.ed.gov/fulltext/EJ1080732.pdf Khan, I. (2011). Challenges of Teaching/Learning English and Management. Retrieved from Global Journal of Human Social Science Vol 11, Issues 8: https://globaljournals.org/GJHSS_Volume11/9-Challenges-of-Teaching-Learning-English-and-Management.pdf Lin, A., & Man, E. (2009). Bilingual Education: Southeast Asian Perspectives. Hong Kong: Hong Kong University Press. Minaya-Rowe, L. (2002). Teacher Training and Effective Pedagogy in the Context of Student Diversity. Charlotte: IAP. Montgomery, J. (2008). Bilingual Instructional Strategies. Retrieved from University of Phoenix: http://files.eric.ed.gov/fulltext/ED505950.pdf University of Colorado. (2007). Becoming Bilingual: A Comprehensive Overview of Bilingualism in the United States. Colorado: ProQuest. University of Southern California. (2007). Two-way Bilingual Education in a Post-1998 California Elementary School. California: University of Southern California Press. Yushau, B., & Bokhari, M. (2008). Language and Mathematics: A Mediational Approach to Bilingual Arabs. Retrieved from Department of Mathematical Sciences: http://www.cimt.plymouth.ac.uk/journal/yashau.pdf Appendix 1 Appendix 2 Figure 2: An Image showing bilingual education models Read More

According to Pacific Policy Research Center (2010), the general environment of learners in Saudi Arabia is characterized by a lack of authentic environment to practice the English language. As a result, the learners in Saudi Arabia are not adequately engaged in practicing English communication skills. Khan (2011) argues that the there need to be a bilingual program that is relevant to suit learning of English as an L2 language for Arabic speakers in Saudi Arabia. The challenge in bilingual adapting capabilities has more to do with the system in Saudi Arabia than the individual learners capacity. 2. Justification of the bilingual program in primary schools In establishing a bilingual model in the Saudi Arabian education system, specific models will be used to ensure that ESL learning is conducted effectively.

According to Montgomery (2008), the models are meant to ensure that learners can learn English as well as practice the use of language in communication. The learning of English a second language requires the aspect of consistency in controlled environments before adequate skills can be gained. Garcia (2011) explain that controlled environment implies that relevant approaches should be used that will ensure learners ability is well put into use. The education system must incorporate the best learning strategy where learners actively participate in the learning process.

The English language is one of the academic subjects that require practice to achieve perfection. Immersion is one of the best models that have been used in many countries with successful results achieved which is consistent with Pacific Policy Research Center (2010). A two-way immersion system has recorded success among learners considered as language minority. Before using the immersion model, it is important to identify the two important factors that include community and identity. Immersion planning According to Jim and Davison (2007), it is recommended that the immersion model provides learners with a period of 5 to 6 years of bilingual instruction.

The bilingual model should be able to maintain the original focus developed by the curriculum of Saudi Arabia. Saudi Arabia should provide an environment where the optimal input of language can be exercised. In addition, the environment for output should also be created, and learners encouraged exercising the ESL learned through the interaction of various kinds. Saudi Arabia schools should strive to use the English Language as the language of instruction at a rate of 50 percent regarding use.

According to Khan and Aziz (2011), the learning of the English language should not be an option for the Saudi Arabia’s curriculum developers to do away with the Arabic language. The bilingual immersion should ensure that learners are adequately equipped with both Arabic and English language. Learners should also be in a position to use the language appropriately and efficiently. Instructional approaches should be achieved by the use of both the two languages in Saudi Arabian schools. Immersion approach According to Lin and Man (2009), it is preferable to adopt early immersion rather than the late immersion when incorporating bilingual language.

Early immersion allows learners to adjust easily to the bilingual system hence can use the language with ease at advanced stages of learning. Three types of immersion can be used in Saudi Arabia, which is total immersion, partial immersion and two-way immersion. For total immersion, the language to be used in the Saudi Arabian schools may adopt 100 percent use of the English Language. Total immersion would not be recommended, as it will have negative impacts on the local language, which is Arabic.

Partial immersions allow the variation in the use of Arabic and English as the languages of instruction in the school setting. The option can be considered although may create instances of confusion when it comes to application of the language. The best type of immersion that can be used in Saudi Arabia is the two-way immersion.

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