| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "IMMERSION BILINGUAL EDUCATION": |
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Immersion in Bilingual Education, 2005.
Examines the theory that immersion into a second language is a good method to acquire that language.
2,950 words (approx. 11.8 pages), 9 sources, APA, £ 61.95
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Abstract
The pros and cons of bilingual education continue as an argued debate across the United States. Unfortunately, much of the information on which people base their opinion is not correct. Numerous studies conducted over the past three decades show that bilingual education has been an effective educational tool. This paper shows that educators and other bilingual specialists are now also looking into other methodology, such as two-way or dual immersion, that can enhance the basic bilingual curriculum.
From the Paper
"Schools are finding that language development works both ways. Many Native American children, for example, have forgotten or have never known their original languages. So that the languages are not forgotten, kindergarten students learn everything from colors to numbers to animal names in Cherokee. Students are called by their native Indian names and speak in Cherokee for most of the day. These kindergartners are in the first Cherokee-immersion class in a U.S. public school. By teaching kids Cherokee and not just English, Lost City School in Oklahoma is working to help save a dying language."
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Bilingual Education in the United States, 2008.
An analysis of bilingual education programs and English immersion in schools in the United States.
2,052 words (approx. 8.2 pages), 20 sources, MLA, £ 45.95
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Abstract
This paper discusses bilingual education and English as a second language (ESL) in the United States. It describes the country's policies in terms of bilingual education programs and discusses the importance of teaching English as a second language to students in schools. It also compares the outcomes of bilingual education programs and English immersion.
Table of Contents:
History
Analysis
Bilingual Education vs. English Immersion
Conclusion
From the Paper
"My interviews with the teachers and students indicate that most educators base decisions about how to teach not just on state mandates but also on their assessment of what their English language learners need, the numbers of English language learners in their classes, and their own philosophy. Most teachers with whom I have talked believe that teaching students in English as a secondary language is more important because the students understand the lectures in a better way. In general, a mainstream classroom that provides extra help seems to be more practical for many schools, and any academic harm caused by such classrooms is apparently not significant enough to be noticeable to most teachers or to offset the relative ease with which schools can form such classrooms. After all, most immigrant children in the U.S. and throughout the world are in mainstream classrooms, and most of them seem to swim, not sink."
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Pro's and Con's of Bilingual Education, 2007.
This paper examines various opinions and research on bilingual education in the United States.
2,458 words (approx. 9.8 pages), 15 sources, APA, £ 52.95
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Abstract
This paper investigates bilingual educational, and evidence that both supports and undermines specific didactic methods. Problems with bilingual education are also be addressed. Special attention is paid to bilingual immersion as a language acquisition tool, and is compared with other bilingual education methods. Additionally, the discussion addresses key issues regarding the failures and problems in bilingual education in the state of California.
Methods in Bilingual Education
Problems and Failures in Bilingual Education
Conclusions
From the Paper
"There is significant need for effective methods in the teaching of America's growing number of English learners, students who must learn English as a second language. Estimates cite 4.6 million English learners in American public schools in 2000-2001 (Rodriguez, & Higgins 2005). Immense effort and research has addressed this problem, yet many students still struggle. The current status of English learner debate centers on the positive and negative aspects of bilingual programs versus programs that do not use a student's native language in instruction. To be considered a bilingual program, a method must incorporate both the English language and native language of the student into the school instruction. Bilingual programs come in many forms, with varying levels of native language use and English use. Depending on implementation methods and structure, bilingual programs also have varying levels of success."
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Bilingual Education, 2006.
This literature review examines current trends in bilingual education.
1,408 words (approx. 5.6 pages), 10 sources, APA, £ 32.95
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Abstract
This paper explores recent trends and controversy regarding bilingual education and examines various methods for providing bilingual education. Additionally, recent educational trends in this field are discussed, including two-way bilingual education, integrated bilingual education, two-way immersion, and transitional bilingual. Issues such as preserving the students' native culture and language as well as their growth in both the native language and the newly acquired language are examined.
Outline:
Introduction
Differing Methods of Bilingual Instruction
English Only Mandates
Loss of Native Language
Conclusion
From the Paper
"Bilingual Education ideally encompasses dual language learning that can take on any number of forms (Jarvis, 2006). The vast majority of research supports bilingual education as a necessity to facilitate not only learning on non-native speakers of English, but as a tool to maintain and promote heritage language and culture (Adams & Jones 2006; Combs et.al., 2005; de Jong, 2006; Hasson, 2006; Jarvis, 2006; Lee, 2006; Lopez & Tashakkori, 2006; Moses, 2000; Nora, 2000;). While research continues to indicate the benefits of bilingual education there has been recent influx of "English-only" mandates (Adams & Jones, 2006, Combs et. al., 2005; Lee, 2006; Moses, 2000) which perpetuate injustice manifesting itself in various ways throughout the educational experience of English language learners (ELL) (Adams & Jones, 2006; Combs et. al., 2005; Hasson, 2006; Moses, 2000)."
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Bilingual Education, 2004.
This paper discusses the idea that the problem with bilingual education is not the theory, but rather the manner in which it is being implemented, which should be reevaluated.
1,600 words (approx. 6.4 pages), 5 sources, MLA, £ 36.95
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Abstract
This paper explains that the initiatives taken by California, Arizona, and Massachusetts to replace bilingual education with English immersion programs are perhaps understandable in the light of mixed research findings on the efficacy of bilingual education. The author points out that there is a far stronger case for retaining and persisting with the system of bilingual education because pedagogical practice has now proven that instruction in children?s native languages ultimately pays dividends in cognitive and academic skills. The paper relates that, unfortunately, it appears that many bilingual programs and educators may have become more concerned with teaching young immigrant children their native language and culture than with teaching them English so that they could be successfully absorbed into mainstream schools.
From the Paper
"Indeed, removing the effect of ideological issues will allow for a sharper analysis of the case for or against bilingual education, including a retracing of the reasons going in its favor such as the fact that the desirability of bilingual education has been repeatedly proven in a wide body of scholarly research. For one, there is the undeniable fact that children who receive educational instruction in a second language experience considerable difficulties in school of both an academic as well as a social acceptance and self-esteem nature. Secondly, as pointed out in a pioneering study by UNESCO, the fact is that the native language is the best medium for initial instruction as it is the primary medium through which a child learns about his or her cultural environment."
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Bilingual Education, 2002.
Discusses the pros and cons of bilingual education in the United States.
900 words (approx. 3.6 pages), 4 sources, £ 22.95
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Abstract
Discusses the pros and cons of Bilingual education in the United States. Importance of English proficiency to the overall learning process. Problems with English-As-A-Second-Language instruction. Necessity of accountability to boith immersion & bilingual progams. Problem of different meanings in different states regarding bilingual education programs. Contends that the ideal means of bilingual education should be a transitional one.
From the Paper
"Bilingual education is a "hot" issue in California, so much so that Pro. 227 in 1998 put the issue of bi-lingual education up to the voters. The so-called Umz Initiative against bi-lingual education passed by a margin of 61% to 39%. However, there continue to be those who believe it is necessary, at least temporarily, to bring foreign-born students up to speed, while the opponents claim that English should be the national language, and until children are proficient in English, their ability to drop back to speaking another language hinders the overall learning process. These people are not against education for all, but insist that the education be in English. This would then mean some sort of remedial schools or classrooms where foreign-language..."
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Should Bilingual Education Programs Be Abandoned?, 2004.
This paper evaluates the advantages and disadvantages of various bilingual education programs.
2,150 words (approx. 8.6 pages), 6 sources, MLA, £ 47.95
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Abstract
This paper reviews bilingual education programs, including transitional bilingual education, English as a Second Language (ESL), structured immersion, submersion, and two-way or dual immersion. The author states that the National Council of Teachers of English found no research evidence to support the idea that non-English-speaking children will read, write, and do academic work in English better if first they learn to read write and do academic work in their home language. The paper concludes that bilingual education blocks the assimilation and advancement of minority students; therefore, to avoid such situations, students should be placed in English-only classes.
From the Paper
"However, not all communities are able to provide their language ? minority students with such programs. As a result, a significant number of English -language learners are unable to accomplish well academically. Additionally, schools need sufficient funding from the government for recourses, programs and textbooks that will help minority students succeed academically. The costs of bilingual programs for minority students are estimated to be $5.5 billion, and for ESL $1.9 billion in. On the contrary, intensive English programs do not require so much funding. Besides, research shows that these programs are much more successful then bilingual programs in providing competency for non-native language learners."
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Bilingual Education, 2005.
A look at the benefits of bilingual education.
1,350 words (approx. 5.4 pages), 5 sources, MLA, £ 33.95
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Abstract
This paper discusses the pros of bilingual education in New York public schools. As part of the discussion, the paper examines the following four language programs available in New York: two-way bilingual education, transitional bilingual education, English as a Second Language (ESL) and English immersion program.
From the Paper
"Over the last five years, educators in the New York City public school system have begun to acknowledge the need for schools to offer increased program choice for the wide variety of English Language Learners (ELLs) entering the New York City public school system. Current language programs in New York can be classified under four categories: two-way bilingual programs, transitional bilingual education, English as a Second Language (ESL) and English immersion programs. Due to the shortage of funding and qualified teachers the majority of ELLs has..."
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Bilingual Education and Arab-Americans, 2002.
A discussion of the original purpose of bilingual educational programs as primarily for Spanish speaking children.
2,700 words (approx. 10.8 pages), 13 sources, £ 67.95
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Abstract
Discusses original purpose of bilingual educational programs as primarily for Spanish speaking children. Development of a transitional model not based on a pedagogical foundation. Deveopment of a new model of dual immersion that is based on neurological research. Court decision re: binlingual programs. Cites problems of bilingual education today. Centers on bilingual education in the context of the Arab-American community. ESL studies. Special needs of Arabic speaking children; lack of teachers proficient in Arabic and English.
From the Paper
"Bilingual Education and the Arab-American Community
Introduction
Bilingual education programs were initiated in the United States and intended to be ?transitional in that their goal was to facilitate the rapid movement of non-English speaking students into mainstream classroom. Luisa Garro (p. 5) claims that these programs were created in the late 1960s and the early 1970s in response to legislation and court orders requiring schools to provide an education in a child?s native language. The transitional model was developed rapidly and without much pedagogical foundation.
A new model known as dual immersion is emerging in bilingual education (Garro, p. 5). This model is based on neurological research suggesting that the window of opportunity for..."
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Bilingual Education in the USA, 2005.
An argument in favor of bilingual education in America.
2,250 words (approx. 9.0 pages), 12 sources, £ 62.95
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Abstract
Fierce debate rages in the U.S.A. today over the issue of bilingual education, as opposed to English immersion education. Research quickly reveals that there is a vast quantity of conflicting evidence on the issue. This paper evaluates the arguments in favor of each, and shows that in fact bilingual education is preferable. It shows that arguments such as the fact that English immersion is more successful, or more desired by parents, are not conclusively substantiated by research.
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Problems with Bilingual Education, 2008.
Argues that a slow transitional approach to bilingual education best suits ESL student's long-term academic needs rather than short-term proficiency to meet narrow standards of literacy.
2,013 words (approx. 8.1 pages), 10 sources, MLA, £ 44.95
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Abstract
This paper discusses the debate over the best way to conduct bilingual classes for children. The paper reviews the literature on different approaches to bilingual education and argues that a transitional, rather than an immersive approach is the superior strategy to pursue with children. It also looks at the problems that there have been in implementing successful bilingual education classes and looks at possible solutions.
Table of Contents:
Introduction
The Stakes of the Debate
Immersion versus other Methods of Instruction
What Approach is Best?
Conclusion
From the Paper
"A fundamental paradigm shift is needed. Instead of asking what is the correct 'image' of American education, educators must ask what is the best way to teach students, and embark upon long, rather than short-term research studies of a variety of transitional approaches to determine the right way to strike an effective balance between English education immersion and bilingual support in other academic areas. The approaches must be logistically feasible, given the limited resources of many ESL programs, but must attempt to improve student's academic performance in the long, rather than the short term. A slow, transitional, combined approach seems to be supported in developmental theories of linguistic development and the research that exists regarding the different approaches: immersive, transitional, and developmental. Although further long-term study is needed, the currently popular immersive approach and approaches that fast-track ESL students into 'regular' classrooms serve the electoral needs of politicians better than the educational needs of ESL students."
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Bilingual Education, 2005.
An overview of the different strategies for effective bilingual education.
1,535 words (approx. 6.1 pages), 7 sources, MLA, £ 35.95
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Abstract
This paper examines how there are various accepted methodologies for classroom application of bilingual education, including immersion programs, two-way programs, and transitional programs. It reviews some of the literature concerning this issue, while paying close attention to the ultimate goal of classroom application in terms of the provision of effective bilingual education for minority students.
From the Paper
"In terms of finding the best method to approach the provision of bilingual education to minority students, many scholars have reacted to the reports of Rossell and Baker, including Jay P. Greene, who sums up their report on bilingual education in his meta-analysis. Rossell and Baker were advocates of the type of educational environment that does not facilitate the use of a minority student?s native language in the classroom as a way of facilitating learning and development, and their results suggested that teaching in other languages within an English-speaking system was counterproductive to cognitive growth and learning. Therefore, according to these authors, the very framework of the bilingual education program for minority students was called into question."
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Bilingual Education in Ontario, 2008.
This paper looks at bilingual education and special education in Ontario.
3,145 words (approx. 12.6 pages), 18 sources, MLA, £ 64.95
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Abstract
In this article, the writer notes that Canada's two official languages and growing demand for bilingual or French immersion education beyond Francophone areas challenges special education teachers, as they must explore different teaching methods and novel approaches to second language studies. The writer points out that other special education teachers face students from new Canadian backgrounds who must acquire French quickly in areas where French is the usual language and medium of instruction. The writer also notes that others speak French in the home but in dialects that demand instruction towards French as it is spoken in Canada. Moreover, in Anglophone areas of Canada, the special education student is entitled to study French, like all students, just as he or she is entitled to studies as much as possible resembling those of mainstream students. The writer reflects on what is understood by the term of bilingual education as it appears to have several implications depending upon the situation, languages or kinds of students involved.
Outline:
Introduction
Background
Special Abilities & Problems
Acquiring an Approach
Assessment Pitfalls
Withdrawing Children
Concluding Remarks
From the Paper
"Special Education has been an important issue in the Province of Ontario's francophone boards that sometimes receive students who do not speak French in the home or otherwise encounter the French-medium school as a place of language acquisition. Only in 2004 did the Ontario government resolve to step up funding for Special Education classes, assessment and support services so that all francophone schools do cater to the roughly 10% of students, as in Anglophone boards, to require Special Education for some or all of their education. In areas where bilingualism is usual or valued, Francophone Special Education students have sometimes been assigned to local English-medium schools that do offer Special Education.
Where bilingual schools exist, similarly, the expectation in some boards has been that Special Education will be taken in English. French immersion schools in Ontario are charged with providing French-medium Special Education for students in need. In Anglophone areas, bilingual schools and classes have expanded greatly, along with French immersion facilities that a generation ago were seen as suiting advanced or 'gifted' students but now serve generic students, French immersion schools offer their French-medium Special Education classes, too."
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Bilingual Education in Los Angeles, 2004.
A review of the article ?Hundreds Wait for Bilingual Education? by Louis Sahagun and Nick Anderson.
744 words (approx. 3.0 pages), 1 source, MLA, £ 18.95
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Abstract
This paper looks at how, according to the Los Angeles Times articles, ?Hundreds Wait for Bilingual Education,? by Louis Sahagun and Nick Anderson (October 23, 1998), there are hundreds of students awaiting arrangements for bilingual classes. This article examines the impact of Proposition 227, which provides an alternative to the total immersion approach by offering bilingual classes taught in English with support in the native language. The problem cited in this article concerns the paucity of requests for exemption in any given school; at least 20 are required in order to form such bilingual classes in a single school.
From the Paper
"In 1997, for instance, the district reported that there were at least 286 campuses with 100 or more students in bilingual programs; in 1998, though, the initial findings suggest that there were only 43 schools that received 100 or more requests for bilingual education. ?In more than half of the campuses that previously had 100 students in bilingual education, not one petition for bilingual education had been received as of mid-October? (Sahagun & Anderson, 1998, p. 5). The authors cite as an example Canoga Park Elementary; in 1997-98, there were 555 students in bilingual classes in that school; during 1998-1998, the school received no petitions for bilingual education at all. Based on interviews with educators in the school system, the authors conclude that many parents may still be weighing their options. The district superintendent, Ruben Zacarias, said, ?I can't speak for why parents chose one option versus another."
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