Policy And Practice In The Education Of Bilingual Children - Essay Example

? Policy and practice in the education of bilingual children al affiliation Introduction The number of children joining schools in their early years, with English not their first language is increasing. All stakeholders in the educational sector work together to make learning for these children successful. It is often thought that bilingual children growing in English speaking countries live in two different worlds. These are; English language culture and their home language culture. This makes the students face problems while learning English as their second language. In other situations, they are not considered as lacking special need but need to have an additional language from what they already know (Baker 2011). The language used in teaching these bilingual children, at times is difficult for them to construct ideas and understand the concepts. Bilingual students learn in different ways, and they use different teaching resources and instruction. It was found that learning materials should be made for all kinds of students; all learning strategies and not just the teachers’ style of teaching (Berninger 2001).Most of the teachers want to ensure that they teach English to the children in such a way that the process of teaching goes a long with the children development and learning needs. This essay will give a description and analysis of the bilinguals children at Heathfield Junior School educational context. The socio-economic environment and of the school's situation of bilingual children Baker (2011) argues that teachers have problems identifying, instructional materials that can be used in teaching the second language children. Most of the children come to class with limited knowledge in English which makes it difficult to assess individual differences and allocate suitable teaching learning resources. These bilingual children also experience difficulty in writing. The oral development in English plays an important role in English language acquisition. This process of acquisition is complex because the skills are dynamic and difficult to achieve by second language children (August 2003). Second language children are trained in modeled strategies which allow them practice the language. Research indicates that, individual difference influenced the use of these strategies (Brown 2008). Further research conducted on the strategies used in reading by bilingual students indicated that these bilingual students use different reading strategies than English monolingual students. Very little research has been conducted to examine the effects of cognitive strategies that bilinguals use in reading text written in second language. Reading, writing, listening, and speaking were theorized tasks that place different demands on bilingual children, including in terms of the use of short-term memory. Graham (2005) indicates that when students write, they use their short-term memories to access knowledge about letter production, grammar and syntax, and writing strategies. This use of short-term memory may lead to limits on fluency, as students attend closely to mechanical aspects of writing. In his findings, he states that the bilingual children develop good writing skills, and they can then develop long-term memories for information about content, genre, creativity, and sentence structure. Observations in school It is important to observe the development of children. Children develop in stages; they develop in individual ways and at different rates. The children’s development in terms physical, cognitive, linguistic, spiritual, social and emotional is very important in learning of English. The children cultural background is equally valued and the parents are not discriminated while teaching these children. The teachers also value the mental, emotional needs and physical of the children in the teaching learning process (Baker 2011). The researcher visited Heathfield Junior School in west Landon and noted how several bilingual children are assisted to learn English as a second language in an educational context. The observation took place in all the classes that had bilingual children being taught how to acquire English as a second language. The study found that all the bilinguals’ children are unique, and teachers have to put this into consideration while teaching them. Teachers had to observe what the children do during the teaching learning process to ensure that the children and their families receive equitable services, and have chances to practice the services offered to them, so that they can have a sense of belonging. This helps the students develop other learning strategies for other subjects (Baker 2011). It was evident from the findings that, children learn at different rates, put in practice what they have learn in different ways, and will vary in their background experience so, teachers should ensure that they do not make any assumption during the teaching learning context to avoid misconceptions about their linguistic cultural backgrounds. The whole staff handling bilingual students should work together as a group to improve practice for English second language children. The bilingual children are homogenous; their individual needs will be very important at different stages. It is, therefore, important for teachers to work with the parents to determine bilinguals individual needs.It evident from the findings, that in language development personality plays a great role. Some of the children go through long periods of silence when learning unfamiliar language environment. Others continue to speak the language they know. Teachers must observe the children so that, when they begin to adjust, they get support from both parents and teachers at every learning development step. It was observed that while teaching bilingual children, there are some skill like scaffolding, modelling and planned interventions that can be taught effectively through observation of needs. They also echo from leaders and individual within the learning setting, therefore, all practitioners in the setting should understand that bilingualism is an asset, and they should belive that every child matters, and this motivates the students into learning other subjects (Baker 2011). Some of the challenges of considering a child to be unique are; teachers find it hard to access translation and interpreting services. Second, it is challenging to ensure that all families get involved in the teaching and learning of bilingual context. Third, it is challenging to keep children safe, yet they do not understand the teachers’ verbal terms. Fourth, making the whole staff and children comfortable about using English language in the teaching learning context is a problem. Fifth teachers find that, ensuring learners names are pronounced correctly is usually difficult among learners. Sixth it is always difficult to give children time to think for themselves and express their thoughts. Lastly some of the children go through the silent period for quite some time making it difficult for teachers to be patient with them (Baker 2011). It has been noted that, children learn when there is a positive relationship among them and their teachers. To ensure there is a positive relationship in the classroom setting, teachers should ensure that; all classroom interactions are based on caring and professional relationship and respectful acknowledgement of students individual difference. In the learning setting the parents should be encouraged to work with teachers for positive impacts on the children (Drury 2006). It was evident that as teachers start teaching the young children they notice some of their individual and personality difference, and the teacher will notice that they tune so fast and start communicating without any difficulties. Similarly, children sharing the first language should not be discouraged to share language while palying because it builds positive relationship between them as they learn this helps in developing the bilinguals kills in learning all the subjects (Kenner 2000).It was noted that in the classroom children who are new to English language get emphatic support from peers who speak English as their first language. This will be supportive in setting out relationship in a learning setting. The environment plays an important role in supporting teaching and learning of bilinguals. Teachers should know that children are individuals with unique characteristics. Frequent observation assessment and monitoring of the learning process is important to understand the learners’ needs. The environment supports every child learning through planned experiences that are challenging and manageable. The learning environment should be rich and supportive to encourage the children development. Working with community members and professional bodies support the development of children towards second language outcomes. The environment should give each child the chance to make choices. This will enable the teacher identify the learners needs and areas of weakness that requires improvement. It will help the teacher select teaching and learning activities (DCSF 2008). The learning environment entailed play and learning resources that reflects the learners’ individual linguistic cultural difference for example, teaching learning resources such as books, posters, role play, newspapers, food packages, displays of scripts among others. Chances to play outdoor tends to be effective in second language learning because, as the children play outside tends to share more using language as they play, and they tend to learn other subjects. The main challenges faced in the environment are; the teachers do find it difficult to make the setting more welcoming to the bilingual students. There occurs miscommunication between teachers and parents together with the children when planning and monitoring the learning environment. Recommended teaching strategies Play is an important factor in a child language development. Through play, the teachers notice the variety of the children interests and preoccupations. Therefore, play with peers is an important factor in language development. Children also learn through physical and mental challenges. Active learning process involves people, teachers, teaching learning resources, events used in classroom learning (DCSF 2008). Critical thinking and creativity enhances the students’ English learning and development of other subjects. When children have the opportunity to play, they discover ideas and develop new ideas. The teachers’ support in this process enhances the children ability to think and critically analyses situations using language. In the policy document, learners effectively learn English through interacting with the peers. Teachers will be in a position to select learning activities through observing the children as they play (DCSF 2008). The teachers’ knowledge about the different languages the children speak as they learn, will enable the teacher detect errors made by children while speaking or learning English. For instance, a child might confuse the use of she or he or mixes them up. This is usually common among children whose languages do not have pronouns. The teacher can come up with a play that will enable the children learn the difference between the two pronouns (DCSF 2008). Second language teachers can use modeling when teaching. Modeling is important for introducing new language structures and vocabularies to second language learners. Is important for learners to see and hear the use of language in context, therefore, teachers and parents should make use of language all the time they speak to act as models to the learners. Modeling can also be a good motivation to the children, and it is easy to make corrections using modeling (DCSF 2008). Teachers should try and use open ended questions while teaching the children open ended questions to allow the children to develop language extensively. This is because they are allowed to express think and use more words to express themselves. Teachers should also know that talking to children as they play alongside with them enables them to learn more effectively because it provides a change to monitor and make corrections as they learn (DCSF 2008). Repeating information, songs or even stories are very important in the learning process. The repetition should be emphasized among children and not the teacher. This repetition enhances scaffolding students’ language learning. Teachers should also try self talk through the activities they are engaged in, in order to give the children a commentary of what they are speaking. This strategy is quite helpful in the short period learning, but it should not be extended as it might be boring (DCSF 2008). While playing, the teacher should ensure that children learn to use the teaching learning materials presented to them. He or she should avoid mixing the context learning with outside context as this might confuse the children. Teachers should know that the children do find it difficult to learn a new language, in a new environment therefore, they should provide a suitable environment for effective leaning by the bilinguals (DCSF 2008). Bilingual children learn more through interaction with adults and the other children. Bilingual teachers should ensure that they encourage child to child conversation as they play to make them develop language. The teacher should put the bilinguals in appropriate groups, depending on their age groups. This leads to effective learning without confusing the children (DCSF 2008). Areas of learning and development of bilinguals are interrelated, and interdependent. This offers a great opportunity for language development among children. Teachers should develop activities that will support second language learning in a classroom setting (DCSF 2008). The use of first hand experiences provides an effective context for language learning for bilinguals. For instance, taking children for a trip where they will view objects and discuss extensively using language their observations. This can also be used to introduce and confirm language that can be used by children as they play and rehearse acquired language skills. Adults are also encouraged to support children as they rehearse what they have learned from the trip. Teachers can use daily routines to teach bilingual children. When discussing the daily weather changes the teacher should ensure that, the children understand the changes. He or she should find out if the children have words that express weather conditions in their languages. Above all, bilingual teachers should use symbols to illustrate the weather conditions. Games are very important in second language learning. Children learn effectively in a more relaxed and entertaining areas, than a place where they do not feel relaxed. This will support their speaking and listening skills which will inturn enhances self esteem development through providing a channel for interaction among the children. Teachers should, therefore, discourage games that do not allow interaction among children as they take part in games. Teachers should make use of barrier games. These games are effective and bilingual children have to listen very carefully to the instructions given to them in order to complete a task. Once the children master the game they will develop innovative skills and try solving more problems as they educate one another. Guessing games are also important as teachers can use them to develop questioning skills among the bilingual children. The use of music leads to effective language development among bilingual students. Simple songs and rhythmic chanted in a systematic way lead to language learning. As children chant songs, they learn to articulate sounds used in languages leading phonetic development among bilinguals. Sharing songs from different languages reinforces similarities in different languages and foster home setting links for second language learning. Stories, story books and books if well planned lead to development and learning of language. Story books based on personalities can be used to improve on bilingual children personality development. Story telling sessions among the bilingual children, not only develops their imaginations and creativity but also develops explore a range of ideas and experiences; the stories help organize their thoughts developing to knowledge. The use of images cartoons, puppets and wordless pictures help bilingual children to formulate ideas in their home language which can be translated to English with the support of the teachers. This is transferable to second language learning which facilitates bilingual teaching learning process. Teachers should know that planned stories are important activities the teaching the bilingual students. Therefore, they should choose stories with clear story line written or told in clear simple language. Stories with repeated text are more important to the children than those with few repetitions. These repetitions give the bilingual children a sequence in language that they can keep own rehearsing. Teachers make use of clear illustrations, use of visual expressions, artifacts and props while teaching bilingual children. Homemade books with familiar setting to the bilingual children should be used. These books will bring language learning to the known areas of the children especially when they see things that are familiar to them. Teachers should choose stories with clear illustrations to ensure positive images of different cultures that discourage stereotyping within the community. Most of these teachings observed; the teachers try to make use of the recommendation made in the policy document. These teachers consider the children individual differences; they have expectations of the bilingual children they know they can perform better. The teachers’ observe the progression of their students as they move from one stage to another. These teachers also provide suitable teaching learning approaches that, facilitates and motivates the bilingual children. The teachers also transform the learning process by strengthening teaching and learning through programs of professional development. The teachers conduct frequent monitoring and assessing of the children progress leading effective language learning. They also ensure that there is an effective learning environment for the bilingual children. They also provide a supportive environment for effective language learning, for instance, developing a structured lesson plan, to use when teaching. They actively engage the children into the teaching learning process. The teachers also make use of oral and interactive teaching strategies. They make use of planned rehearsal in small groups. Lastly, the bilingual children practice what they have learned before moving to individual study method. Most of the bilingual teachers make use of the first language in teaching second language, because the children will be in a position to compare, the structure of the two different languages. They could also apply their home language in critical thinking then translate to English whatever they are reading. The teacher also makes use of peer group learning among the bilingual children. Consequently, children learn from one another as they play. The teachers also give the children support as they learn either through games, role play, group discussion or presentations. They also provide support to the children by making corrections and encouraging them to respond repeatedly. Based on BICS/CALP, CUP, Context-embedded/context-reduced, Cummins' 1986 empowerment model, most of the teachers encourage face to face interaction among the bilingual learners. The model proposes the use of cognitive factors while learning a second language. Second language teachers apply cognitive factors when teaching second language to bilingual children. The model also encourages, the use of oral learning to enhance effective second language learning (Appleton 2003). In this model, whatever is learnt in first language is effective in developing English language. Most of the bilingual teachers make use of this assumption and allow children learn by incorporating first language to second language learning. The model allows the use of native language so that the children are in a position to express their own experiences and emotions (Appleton 2003). The model considers the children learning environment so as to facilitate effective teaching and learning of second language. Most of the bilingual teachers have put the environmental factor into consideration while teaching the bilingual children. Teachers should be aware that intercultural factors can affect second language learning, therefore, they should consider grouping children depending on their cultural background. Most of bilingual teachers group students depending on their cultural background foe effective learning (Appleton 2003). In the model, bilingual second language learning progress is influenced by the extent to which their teachers promote of the children linguistic talents Conclusion In order to facilitate, effective second language acquisition, teachers have to change their roles in the teaching learning process. They should actively involve parents and their bilingual children in the learning process in order to understand how to handle the bilingual children. They need to improve on the classroom environment to motivate the learners. Above all, they need to ensure active participation in the learning process without discriminating the bilingual children. The student language and cultural background should be accepted while teaching the children. This helps in developing and learning of new structures as well as, formulating new ideas and concepts. Use of oral presentation of plays, stories and dialogue construction among the bilinguals is best acquired through practices not just reading and formulating concepts. Bibliography Appleton, N, 2003, Cultural pluralism in education: Theoretical foundations, NY, NY: Longman, Inc. August, D, 2003, The development of English literacy in English second language Learners; Baltimore, MD: Johns Hopkins University. Baker, C, 2011, Foundations of Bilingual Education and Bilingualism (5th edn). Clevedon: Multilingual Matters. Brown, P, 2008, Teaching English Second Language reading and writing. New York, NY: Routledge. Berninger, V, 2001, Process Assessment of the Learner: San Antonio, TX: Psychological Corporation. Drury, R, 2006, Teaching Bilingual Children Learning at Home and School. New York, NY: Routledge. DCSF, 2008, Rationale for planning for children learning English as an additional language. London: DCSF. Gansle, K, 2002, Moving beyond total words written in writing. Journal of education; 2002, 1, 47-66. Graham, S, & Harris, K, 2005, Improving the writing performance of struggling writers: Journal of Special Education; 2005, 61, 78-106. Kenner, C, 2000, Literacy links for bilingual children. Journal of education V34 56-90 Kriteman, Ruth F. (2006) Teaching second English Language to bilinguals. Journal of Education V4 78 Appendix A The observation activity took place without any difficulties; it took the observer three days to come up with a comprehensive observation. The observations were guided by an observation schedule displayed as follows; Observation activity Learning activity Teaching learning activity Teaching learning resources Evaluation activities Strategies used when teaching English second language learners. In relation to policy document. 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