ESL and Bilingual Education: Understanding the Differences - Essay Example

2 How would being monolingual affect the work of a researcher in second language acquisition? Answer Having spent all of his life knowing one language severely hampers a monolingual researcher’s capability to understand the circumstances involved in learning a second language. Berhanrdt identified this difficulty as a “boxed-mindset”, which incapacitates the researcher to comprehensively examine and explain variables involved in multilingual research theme. The reason is that such researcher would be “inherently biased toward a particular surface structure (all current reading models are right branching, for example) and a particular view of literature (literacy is for everyone).” (Bernhardt 2003, p. 113) The impact of the biases of a researcher who knows English language exclusively will be manifested in the way he rejects different and new concepts, views and perspectives that abound in other languages or in other culture and that this may happen knowingly and unknowingly on the part of the research. As a result, there is a high degree of rigidity and one-dimensional character in the resulting research, making its findings suspect and incomplete. The monolingual researcher is perhaps what Biber and Reppen (2002) were talking about when they cited the unreliability of many textbooks on language learning because authors with no knowledge whatsoever about some dimensions of the topic they are writing about eventually turn to their “gut-level impressions and anecdotal evidences of how speakers and writers use language.” (p. 200) They can only write authoritatively at some point, but when it comes to the actual experience and personal knowledge of second-language speaking and acquisition, they have nothing except second-hand materials, which could unfortunately be tainted with the sources own personal biases and filters and the way data and information are interpreted. Answer #2: Researching about the use language especially about the acquisition of a second one can only be credibly undertaken by a researcher who is multilingual himself. The reason for this is simple: such writer would know what he would be talking about. This is the idea behind Bernhardt’s claim that monolingual’s can be severely affected in their research on second language acquisition because these researchers would be “imprisoned figuratively in an English-language mindset.” (p. 113) To do so, according to the author’s argument, would lead to a superficial research because there is “only a superficial knowledge and understanding of the relationship between their [second-language learners] first language and culture and the impact of that on literacy in a second.” (p. 113) This superficiality in research results in the inefficiency of models being developed in teaching ESL because there would, in effect, be severe misunderstanding in the way learners are perceived to interpret English language materials, concepts and perspectives. A case in point is the failure to adopt an integrated instruction model using materials and findings developed by monolingual researchers. This is because purely theoretical knowledge or those that are merely taken from what Bernhardt called as gut-level impressions cannot sufficiently explain how ESL students would see connections within content areas and understand important concepts and ideas in terms of their personal knowledge and capacities. (Barton and Smith 2000, p. 54) 3. As a future bilingual/ESL teacher, which model would you use? Discuss why you would use that model by discussing its strengths. Answer #1: I would prefer the Reader Rescue model. As a successful teaching strategy, it has been empirically proven by the majority of studies to be effective particularly in teaching low-achieving minority students. (Ehri et al. 2007, p. 415) I think that this model is important not only that it makes sure that instructors are credentialed teachers or teachers that have been identified as specialists in ESL. Rather, there is an emphasis in this model for training so that I, as an ESL teacher, would be equipped with comprehensive knowledge and tools to make sound ESL teaching decisions as well as effectively teach and monitor each of my students’ progress. In my opinion, successful ESL teaching largely depends on my capability to understand the needs of my students and tailor my knowledge, experiences and training according to their needs. Having been selected as a qualified instructor, I am confident that my skills as a teacher in the ESL learning environment is sufficient, but undergoing further training on the field would certainly boost my confidence and efficiency in teaching. Answer #2: I am particularly interested in the systematic phonics instruction model cited by Reese, Gallimore and Guthrie 2005, in their research, Reading Trajectories of Immigrant Latino Students in Transitional Bilingual Programs. I found this strategy sound because of two important elements. First is that it emphasizes the application of the model for early learners and focuses on the language transition at early age. Secondly, the instruction based on this model is characterized by phonics emphasis, academic push and focus on home/school connections. Out of these variables it is easy to understand how the model can be holistic and strategic. 4. How will you deal with possible obstacles, such as lack of understanding by campus administrators and teachers on what makes a second language acquisition or bilingual program successful? Answer # 1: Unarguably, it is difficult to change long-held beliefs deeply embedded in academic institutions, much less suggest them to the campus administrators and fellow teaching personnel. This is especially true in attempting to educate campus administrators who are the schools’ decision makers in the first place. I will perhaps do some suggestions once I have proven in my own class how certain models and programs in second language acquisition are successful and effective. If, during the evaluation period, I was able to steer my students to achieve higher academic performance, then I could share strategies and perhaps propose trainings that would address ignorance in bilingual education. This approach can also be achieved by raising the issue, as Glenn and Gort (2008) suggested, in every opportunity at school, such as in class meetings, school meetings, and so forth. (p. 9) Answer #2: It is my understanding that most schools now have teams in place that make decisions on school policies and that this team is composed of school administrators, teachers and parents. I think this is group is a very good avenue for me to propose programs and strategies that could effectively address the lack of understanding in second language acquisition. If I would be part of this team, then I would be in a better position to help make school-wide decisions that would enhance students’ learning. In the event that this school team is absent, then it is best to approach the school head or administrator and present a detailed proposal or strategy to address the lack of understanding. A well-prepared and sensible plan of action can certainly change perspectives and I am confident that by talking to the school’s main policymaker, I am doing the fastest possible way to effect change and impact students’ learning. 5-6. What steps can you take – or have you taken – to increase your cultural awareness particularly when it comes to ESL/bilingual education? Provide both concrete and abstract examples. Answer #1: As Batt’s (2008) research clearly indicated, the number one problem for ESL/bilingual educators is the lack of knowledge. (p. 40) In the context of cultural awareness, I think that this is also true, and so I would effectively be borrowing Batt’s solution by saying that it would help me greatly to achieve this purpose by undergoing further trainings. She specifically stressed that “teacher education must give higher priority” that emphasizes diversity issues. (p. 41) I think that these trainings will not only enable me to meet the cultural requirements of my students but also deal with the cultural awareness (or the lack thereof) of my colleagues. As Batt’s research indicated, there are many bilingual teachers who are increasingly frustrated by this problem in their schools. (p. 41) This particular aspect is addressed by Harlin, Murray and Shea (p. 2007), who suggested that bilingual teachers can join diversity dialogues and discussions. (p. 299) This avenue will supposedly broaden my cultural awareness by learning from actual experiences as documented in literature A case cited was the multicultural book discussion subjects taught by teacher educators. Here, teachers-as-readers discussion groups open opportunities for critical discourse and highlight multicultural literature as a means of respecting others. (p. 300) Answer #2: As a bilingual teacher, I believe that training is the fundamental factor that would enable me to enrich my cultural awareness and effectively deal with the issue in school setting in the future. I have sufficiently laid the foundation for this by choosing an excellent academic institution for my pre-service training that offer a curriculum peppered with diversity courses and those that inculcate culture sensitivity. According to Batt, I could also prepare better to become culturally aware by taking courses that already exist, but are not required per se in the general education core or the teacher ceritification process. (p. 42) In addition, I think that it is important for me to be proactive in my extracurricular activities and join out of school diversity seminars, trainings and dialogues. This aspect must be one of my focus because, there appears to be a dearth of governmental support for professional trainings about diversity, bilingual education and cultural awareness. According to Glenn and Gort, 74% of U.S. teachers have had no recent professional development related to working with English Language Learners (ELLs). (p. 9) Read More