This group of individuals is born outside the country and speaks a different language other than English in their respective homes. They have insufficient mastery of English language that can help them meet the country’s standards and pass in any English test. (pg. 87 line 1-8)
Garcia 2009 asserts that in most of today’s society, the most misunderstood issue in our education system is how the students who speak other languages that are not English related will be educated. Calling children this term of emergent bilinguals creates a positive characteristic as compared to the earlier term of English language learners that were used to refer to this group of individuals. This term does not suggest that these children have a limitation, but it suggests that they have the potential of developing bilingualism. These groups of children are noted to have an advantage over those children who only speaks English as their language, and they have difficulties in becoming bilinguals (pg. 322 lines 1-27).
Bilinguals are known to can develop academic English if they are to be given the same opportunities on socioeducation as the other white children who are wealthy. A new curriculum and pedagogy that is equitable must adapt to the needs of emergent bilinguals. The inclusive curriculum that is challenging for emergent bilinguals must be adaptive ecologically as bilingual students, and biliteracy emerge.
In early childhood, emergent bilingual at one point must have been given the opportunity to interact with caring adults and apart from speaking their home languages; they do understand their cultural practices. These adults also guided their bilingual development through providing the children with opportunities to practice how to speak and use English language. The language that the child is to use must occur in the home of the child’s language (García & Kleifgen, ...
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