Retention of Heritage Language as a Means of Encouraging Bilingual Education Among Immigrants - Essay Example

Thesis ment: Retention of heritage language as a means of encouraging bilingual education among immigrants The development of language skills among immigrants is important for their economic adjustment. Language is an important dimension of the skill levels of immigrants relevant to the labor market, and hence influences both their economic attainment and their impact on the economy. Moreover, language plays a vital role in the social adjustment of immigrants and in the social and political cohesion both within and among groups. As a result, “the linguistic skills of immigrants also have important political implications” (Chiswick and Miller 119). Simply, language is a major determinant of how far an immigrant is to progress in every facet of life. Unfortunately, most immigrants often look at their indigenous language as a hindrance to adapting and thriving within the new culture. This prompts a host of them to drop their native language and adapt the dominant language. Unfortunately, such premise, and one widely held by immigrants is founded on flawed thought and has little scholarly support. In any case, contemporary scholarly research has supported retention of heritage language due to its role in promoting bilingualism a factor considered a merit in modern education and social life. This study looks discusses the idea that retention of heritage language is a potent means of encouraging bilingualism, a modern day necessity, among immigrants. For immigrants to mono-lingual destinations, decisions regarding language acquisition are straightforward. If they lack fluency in the dominant language of the destination they need to decide, “implicitly or explicitly, the extent to which they will invest in dominant language skills” (Chiswick and Miller 119). Absolute investment in the dominant language has an adverse effect on the immigrant’s heritage language. The first immigrants are continually predisposed to use of the dominant language at the expense of their heritage languages. This is not helped by the existent myths on bilingualism, the main one being that retention of the heritage language, or learning of a second language maybe affected by dominant use of the first/heritage language. This is partly the reason why most immigrants are fast to adapt to the dominant language at the expense of their first/heritage language. In this study, we examine the place of heritage language among immigrants and how this can form an important aspect of “America’s push to becoming a fully integrative and bilingual nation” (Chiswick and Miller 119). It should not be taken to mean that all in the American society share in the view that bilingual is a positive thing. In any case, the debate appears to be a divisive matter among scholars, policymakers and politicians. This study seeks to delve into the overall debate and demonstrate why heritage language is an opportune way of achieving this goal. Close reference will be given to the Hispanics; Hispanics are the fastest growing group of immigrants in United States. Bilingualism is a reality in modern day world. Firstly, the world’s projected 5000 languages are used in the globe’s 200 countries, representing an average of 25 languages for every state; “this means that interactions between citizens of numerous world countries clearly require extensive bilingualism” (Bhatia and Ritchie 1). At the moment, the processes of globalization are now in progress these developments heighten the extent and character of multilingualism, as citizens across the globe build awareness on the merits of adding a world language to their verbal repertoires (Bhatia and Ritchie 1). One must consider that, far from being exceptional, as most people believe, bilingualism and in extension multilingualism is at present the tenet all over the world and will turn out to be progressively more so in the future. Bilingualism is the ability to communicate in two languages. There is a difference between individuals and social bilingualism as well as between instrumental and integrative bilingualism. Individual bilingualism means bilingualism of a single entity, while social bilingualism represents a bilingual society. If one gets acquainted to a second language only for utility, then the bilingualism is instrumental. Integrative bilingualism is representative of the will of a person to integrate into a new society by learning its language as a second language. This study focuses on the latter, “becoming a bilingual for integrative purposes” (Teipelke 2). Another necessary definition is language maintenance, also referred to as heritage language bilingual education, this occurs where language minority children use their native language as a major medium of instruction. The goal of such education is full bilingualism, biculturalism and bi-literacy. “A heritage language bilingual program does not aim to develop a majority language at the expense of the minority language” (Baker and Sylvia 508). America’s Reality The fact that U.S writing instruction is conducted in English seems commonsensical. After all, U.S. main language is English. Everyone from politicians and education policymakers to non-English speaking immigrants knows, in the U.S., knowledge of English is virtually required to advance in education, for professional development, and to take part in civic life. As a result, a first year written course in English, along with basic writing and ESL course that point towards fluency in written and oral English, appears to be unavoidable (Horner and Trimbur 594). The dominance and statutory requirement of American citizens to use English has undoubtedly had a toll on other languages, even those considered as partly common languages in the American context, like Spanish. In the United States, Spanish is spoken by more than 47 million U.S. residents age five and older. It still occupies the position of a minority language, it is neither a weak nor an endangered language. Nevertheless, in the United States, where Spanish is the language of a stigmatized minority, and the target of anti-immigrant sentiments, language maintenance remains a challenge. The fact remains, in spite of the languages strong presence in Latino communities in the U.S.,” the shift toward English, mainly due to the earlier highlighted requirement, in these communities is unquestionable” (Valdes, Fishman, Chavez and Perez 4). As a matter of fact, Latinos are abandoning the use of Spanish and becoming monolingual speakers in less than three generations. What makes this strong and almost inevitable language shift is the continuing arrival of new monolingual, Spanish-speaking immigrants into Latino communities in many parts of the country. This fact has not been lost to all, in any case several linguistic scholars have pointed to the importance of educational institutions in language maintenance, a majority of people are optimistic that schools, higher education institutions and foreign-languages programs to effectively expand the language repertoires of young people who have grown up with non-English languages spoken in their homes. Unfortunately, “the growing interest in the teaching of commonly and uncommonly taught languages to students, referred to as heritage learners, has been laden by reluctance among learners and half hearted efforts from policy makers” (Valdes, Fishman, Chavez and Perez 5). The result as pointed earlier has been a degeneration of heritage speakers. This degeneration explains why despite the tremendous linguistic diversity brought to America through immigrations, one of the striking characteristics of the American society is its linguistic homogeneity and the degree to which immigrant languages are quickly replaced by English (Mouw and Xie 233). Judging from this reality, it would be erroneous to suggest that America has provided a supportive environment for the maintenance of minority languages. Language, Culture and Identity Language, culture, and identity are closely interlinked in immigrant and minority student’s experience of curriculum inside and outside schools. For instance, research indicates that heritage language maintenance and bilingual education support English language acquisition that helps develop self-esteem and contributes to school success. To learn English in order to be accepted by their English-speaking peers, Latino s and in general immigrants give up their heritage languages. Those who abandon their heritage languages to overcome initial exclusion from North American peers later feel excluded from their own communities due to their inability to communicate in their heritage languages. “Their English and heritage language proficiencies shape their sense of identity and belonging in their ethnic communities and North American society” (Kridel 446). Acknowledgement and inclusion of diverse cultures and languages in school contexts are fundamental to promoting immigrant students’ school progress. In a study conducted by Christina Igoa in her classroom (Kridel 464), Igoa found out that the inclusion of home languages and cultures in classroom activities and lessons had positive effects on the student’s sense of belonging in their new U.S. classrooms and their sense of identity as members of a U.S. school community and an ethnic community. Igoa further argued that “the cultural resources immigrant children bring into the classroom contribute to their social and academic development rather than being detrimental to their academic success and adjustment to school life” (Kridel 464). Heritage language proficiency is a distinct advantage as knowledge of language structures and components in the heritage language maybe transferred to enhance the acquisition of English. This phenomenon is referred to as the linguistic interdependence principle; it provides evidence against practices of encouraging ethnic minorities to abandon heritage languages in favor of English only. In a similar rejoinder, research on culture indicates that immigrant and minority children are more likely to succeed in school settings when they are not alienated from their cultural values. “The lack of acknowledgment for home cultures is identified as a major contributor to the high dropout rate among Latinos” (Baker and Jones 513). Nurturing school setting with culturally flexible teaching that validates linguistic and cultural diversity is a major factor in contributing to educational success of immigrant students. In most cases, learners whose heritage language is not acknowledged in school will often feel that they do not have a sense of belonging more specifically they feel that they are alienated from regular classroom activities. Subsequently, the academic success and ensuing career success of immigrant and minority student is jeopardized when the curriculum fails to draw on the linguistic and cultural acknowledgement they bring to school. Incorporating immigrants’ students’ linguistic and cultural knowledge in school curriculum creates an empowering school environment where immigrant students have a sense of belonging, feel proud of their heritage languages and cultures, and experience learning situations in which they are able to succeed. Language, culture and identity, which are deeply enshrined and interconnected in life, are the curricula immigrant and minority student’s experience in schools, families and communities. Research on heritage languages is supplemented by findings on bilingual education. Before 1962, it was widely held that bilingualism was a handicap as opposed to an asset. However, this view was sharply questioned later by Peal and Lambert 1962 (Garcia and Baker 19). These reported that bilingual children performed better than monolinguals in a series of cognitive tests, when other factors were correctly controlled. These observations have been confounded by subsequent studies which support bilingual education. Garcia 1981 (Garcia and Baker 20) found positive associations with bilingualism among Latinos, he found that when Spanish dominant homes enhanced the Spanish fluency of children, the offspring developed higher levels of self esteem, became more ambitious, had greater conviction of attaining such plans, greater locus of control, and better grades in college. These findings underlined the importance of retaining Spanish language among Latinos. The benefits of bilingualism are now widely recognized and they appear to accrue not just to advantaged populations but also to the children of the barrio. Over and over, it becomes clear that native language competence appears to contribute, rather than detract, from academic achievement. There does not appear to be any evidence to the contrary (Garcia and Baker 21). Going forward, there is an immediate need to have immigrants understand the importance of retaining their native languages. Not only as a means of retaining their culture but as an effortless way to improve the plight and opportunities available for their children. Thankfully, the U.S. government and corresponding policy makers have realized the benefits accruing from native/heritage language retention and have started purposeful efforts to help in this goal. As it stands, “many multilingual children often move seamlessly between different literacies” (Baker 330). For example, Arabic may be used for reading the Quran, Urdu for family talk and English for classroom activities. However, this only happens when families realize that bi-literacy or multilingualism creates deep links within the family, helps create a local network, improves the child’s heritage and cultural identity, and broadens the curriculum of the school (Baker 331). Parents and siblings are typically important in a student’s multi-literacy development. They often provide a literacy ‘eco-system’ where there is mutual support, adaptability, and linguistic survival and spread. Different languages may mean differing roles. For example, older siblings may help with school homework; father may help with a religious literacy, with mother listening to her younger children reading story books in one or more languages. In strengthening the belief for bilingualism, “parents may be educated by the school about ‘good reading habits’ in their children, mirroring school literacy practices and school culture” (Baker 331). This is mainly because for an effective campaign in support of bilingualism, it is safe to assume a deficit in family literacy practices. Parents are seen as failing to provide school style literacy experiences and therefore contributing to underachievement in their children. Followers of cultural deficit explanation for minority failure assert that minority home environments do not provide sufficient intellectual stimulation for the bilingual development of their children. “No home is without literacy, and multilingual literacy knowledge tends to be invincible in an English-dominant neighborhood” (Baker 332). This is perhaps the single most reason why conscious and concerted efforts by policy makers, schools, and parents is required to improve the visibility of heritage languages which have since ‘fallen behind the scenes’. In conclusion, heritage language degeneration is widespread in modern society, especially in U.S. where policies, social, economic as well as political activities are conducted in English. Most immigrants feel alienated mainly due to their insufficiency in the English language. Thus their first step is to learn English and sideline their heritage language albeit to gain acceptance from their native counterparts. This translates to a slow but sure death of the heritage language. This loss is not only a blow to efforts aimed at developing bilingualism but it also affects the culture and identity of the immigrants. Sooner or later, they feel misplaced and isolated as they lack a particular community, or society they can completely associate with. As gathered from this text, these are misplaced fears, as proved, retaining the heritage language does not in any way affect one’s capacity to understand a second language in any case it enhances one’s linguistic capacity. In this case, there is no need to do away with the heritage language as a prerequisite in understanding English. This fact underlines the main point of this study that immigrants need to foster their heritage language even as they cultivate their understanding of the second language. Such efforts come with irrefutable merits such as self esteem, better performance and a sense of identity which are essential in an individuals’ social and professional development. Works Cited Baker, Colin, and Sylvia P. Jones. Encyclopedia of Bilingualism and Bilingual Education. Clevedon: Multilingual Matters, 1998. Print. Bhatia, Tej, and Ritchie, William. The Handbook of Bilingualism. New York: John Wiley & Sons, 2008. Print. Chiswick, Barry R. and Paul W. Miller. "Language Choice among Immigrants in a Multi-Lingual Destination." Journal of Population Economics , Vol. 7, No. 2 (1994): 119-131. Garci?a, Ofelia, and Colin Baker. Policy and Practice in Bilingual Education: A Reader Extending the Foundations. Clevedon, England: Multilingual Matters Ltd, 1995. Print. Horne, Bruce and John Trimbur. "English Only and U.S. College Composition." College Composition and Communication , Vol. 53, No. 4 (2002): 594-630. Kridel, Craig A. Encyclopedia of Curriculum Studies. Thousand Oaks, Calif: SAGE Publications, 2010. Print. Mouw, Ted and Yu Xie. "Bilingualism and the Academic Achievement of First- and Second-Generation Asian Americans: Accommodation with or without Assimilation?" American Sociological Review , Vol. 64, No. 2 (1999): 232-252. Teipelke, Renard. Bilingual Education in the Us: English As a Second Language for Hispanic Children in School. Mu?nchen: GRIN Verlag GmbH, 2009. Print. Valdes, Guadalupe, et al. "Maintaining Spanish in the United States: Steps toward the Effective Practice of Heritage Language Re-Acquisition/Development." Hispania , Vol. 91, No. 1, Spanish Language Teaching and Learning: Policy, Practice and Performance (2008): 4-24. Read More