Educators must observe the following key principles in teaching foreign children. First, bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language. Baker (2006) contends that evidence supports that there are cognitive and performance advantages in being bilingual over being monolingual. Another principle to be remembered by educators is that language learners should be kept cognitively challenged with the continuous provision of linguistic and contextual support. Lastly, the acquisition of another language should go hand in hand with the student’s cognitive and academic development within the same school environment and the student would not need outside support. This implies that the school curriculum is already embedded with these language learning principles. School Observation One school was observed regarding its adherence to the policies set by the “Rationale for Planning for Children Learning English as an Additional Language” document as well as analyse its practices with theories on bilingual education. The school looked like a typical one when one enters it. No welcome procedures were observed nor signs around the school seen in relation to the cultural composition or languages of the students or teachers. However, towards the entrance of the main building, a bulletin board on Black History Month was on display. This was the only piece of evidence in the campus that showed recognition of another culture. As one enters the Year 1 Key Stage 1 classroom, the same generic ambience was observed. Children were grouped into various groups according to their ability levels. On the wall near the teacher’s desk is a list of pupils’ literacy levels indicated with pictures of fruits. For example, the low ability group belonged to the grape group. The middle ability group belonged to the banana group and the high ability group belonged to the apple group. The same was done with numeracy levels. However, these were represented by shapes. For example, the low ability levels for numeracy belonged to the triangle group, the middle ability level in the square group and the high ability level in the circle group. These groupings were for the mainstream students. The EAL learners and SEN learners belonged to another group. A special corner for learning another language featured pictures of different body parts with words in Spanish. For example, a picture of eyes with the Spanish word eyes, “Ojos” underneath. Also, there were words displayed in Spanish and translated in English such as “Good morning”, “Good afternoon”, “Hello”, “Goodbye” and so forth. However, there were no EAL books nor books with any other language except English seen in the book corner. Other adornments on the walls include different pictures of children’s actions with the words indicating the actions such as good listening, eyes looking, lips closed, sitting with their legs crossed. These pictures represented good behaviour as indicated with a thumbs-up picture. For EAL students, such visual aids are graphic
English as an Additional Language as Observed in a School Language is a bridge that connects people’s understandings. In order to understand each other, people must be able to share one common language. In our increasingly globalized culture, more and more people from different nationalities come together, bringing with them influences of their cultures including their mother language…
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.
The processing of cognition has consequences that come about due to bilingualism or multilingualism. Therefore, all perennial questions concerning bilingualism revolve around the relationship and connection between two different languages in the same mind.
According to the paper 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. Language is a major determinant of how far an immigrant is to progress in every facet of life.
According to the paper the Rationale for Planning for Children Learning English as an additional language advocates that in planning for children who are learning English as an Additional Language, the following key principles must be observed: that bilingualism is an asset instead of a liability for children who know more than one other language other than their mother tongue or primary language.
According to the paper bilingual pupils have an acquaintance that they cannot articulate ideas in English. During a practice as a teacher in Tower Hamlets Primary School, it was noted that the teacher’s assignment is to tap into the pupils’ accessible comprehension and familiarize with it as the groundwork for their teaching strategies. Using bilingual pupils’ home language and cultural background in the teaching and learning atmosphere is a vital initial approach.
In fact, between 1980 and 1990, there were about 59% immigrants who did not speak English and 93% of this portion rose to spoke English very well (Waggoner, 1995).
In June 1998, voters in California were asked to consider initiatives to ban the use of foreign languages in the instruction of younger children with limited English proficiency that added sparks to the already controversial issue.
However, his brilliance, does not equate to his being right about the lack of need for a bilingual education. Even though his argument against bilingual education is based on personal opinion, rather than scientific fact, Rodriquez is neither a fool nor dupe.
Proposition 227 is a law passed in California in 1998 whose main objective was to ensure all children in public schools be taught in English. According to the proposition, English learners whom it defined as children whose native language is not English would be placed in temporarily in transition classes for a period not exceeding one year.
This paper will focus on and analyse Cummins’ 1986 empowerment theory and linked to related literature and observation and policy of present bilingual education in the UK. This paper will demonstrate an understanding of the policy and practice in the education of bilingual
12 pages (3000 words)Essay
Hire a pro to write a paper under your requirements!
Win a special DISCOUNT!
Put in your e-mail and click the button with your lucky finger
Apply my DISCOUNT
Got a tricky question? Receive an answer from students like you!Try us!
Let us find you an essay for FREE
Contact us via Live Chat, call us at +16312120006or send an email to email@example.com