The first article is titled “Bilingualism Affects Picture Naming but Not Picture Classi-fication” by Tamar Gollan, Rosa Montoya, Christine Notestine and Shauna Morris. The article was published in the Memory and Cognition Journal last 2005. The main point of the authors is…
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The article pointed to some literature about semantic processing between monolinguals and bilinguals and the assumption that bilinguals are as adept as monolinguals when it comes to conceptual processing of tasks such as picture naming.
The study conducted an experiment by recruiting 31 English-speaking monolinguals and 31 Spanish English bilinguals from the University of San Diego. One hundred eighty pictures were shown to the participants to determine which group performed better at naming pictures. The method for interpreting the data used ANOVA analysis. The authors proposed that bilinguals primarily differ from monolinguals when they name pictures in their dominant language due to the “degree of experience that they have had with picture names particular to that language” ( p.8). Nevertheless, the study is not that conclusive since repetition and attenuation must be thoroughly considered in further experiments.
In conclusion, the author’s ideas may be considered by early education teachers of the English language to bilingual students . This study can be helpful in understanding the learning needs of bilingual students specially those who belong to marginalized groups. There is no need for a change in policy but a better orientation for English teachers. I highly suggest that this study be a required reading for English teachers so that curriculum would be attuned to the needs of the learners.
The second article is titled Assessing the Advantages of Bilingualism for the Children of Immigrants1 by Tanya Golash-Bolza. The article was published in the journal Internal Migration Review in 2005. The purpose of the study is to :
“ examine whether or not children of immigrants in the United States benefit from being bilingual. These analyses reveal whether there are costs to resisting linguistic assimilation or if it makes no difference at all so long as students attain English proficiency. More specifically, this study addresses whether
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It not only helps students understand the concepts but also helps them communicate with each other properly. There are some advantages and disadvantages of teaching students in their primary languages. Let us discuss those advantages and disadvantages in detail.
This paper seeks to discuss the reasons why English language is not as important to speakers of English as a second language. Although English is the most widely spoken language in United States and other regions, the rest of the population that speaks English as a second language still belong to the global community.
It also suggests some important reviews that are applicable on the test to make it more effective. In addition, the paper explains five alternative assessment formats that could be used to improve the test. Furthermore, it gives the important feature of each of the five alternative formats available.
As the world is reduced into a global village, an increase in demand of a mode of communication is well understood and has the capacity to reach the end of the world. This need is cultivated by economic and political structures that require common language to propagate ideas and development.
The cultural capital of children may or may not be congruent within the beliefs of institutional settings, such as school, that have evolved their own sense of cultural capital (Baker, 2001). According to this account, bilinguals' lack of success in schools can be attributed to the discrepancy between children's socio-cultural range and cultural capital and that expected by schools.
Problems like these need to be addressed by the parents, teachers, and students at each school, under the leadership of the principal, using data relevant to that school. "Because of individual academic difficulties, some students can land on the wrong side of these decisions" (Stiggins and Chappuis 2005, p.
Standards: Let the student speak. On this phase of the lesson, it is directly encouraged that the student be the focus of the conversation. As the observation is to be made upon her capabilities of using the English language into effective utilization for practical conversations, it is expected that the teacher assist her with the use of inquiring questions about the student and nothing more than that.
This is due to the fact that a child learns his first language throughout his childhood, and it gets very difficult for him to indulge in second language learning and into a different culture after attaining a
As the discussion declares despite the consistent, albeit futile, efforts of educational systems, especially in urban setting, we are unable to provide high quality of education to an increasing number of English Learners. We are mistaken when we assume that what works well for the majority of students will work with the English Language Learners.
One definitely agrees with the stated opinion. The rationales for one’s agreement range from the purposes of learning a second language and the factors that contribute to learning a second language with proficiency and maximized ability. Arguments for
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