Bilingual Education Improvement

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Bilingual Education Improvement
The Acts have vastly improved bilingual education over the years. The current programs available to culturally and linguistically diverse (CLD) students are numerous and are found throughout the U.S. The fact that educating CLD students has historically been a hot button issue so much that it is part of the political arena. Bilingual education has become a controversial issue tied up with immigration policies, government funding, and political parties. Therefore, there have been great changes made overtime to how the program is administered, and what types of certifications the educators require. The State of Texas has issued a Texas Education Code that includes laws and codes passed by the state legislature.
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Throughout the U.S. most states have the same requirements for their bilingual education personnel. Teachers are required to have coursework relating to bilingual education and bilingual populations. The instructors must be certified in bilingual education, English as a second language educator, or the specific language that will be taught other than English. Educators are also required to attend professional development activities and trainings in order to stay up to date on teaching culturally and linguistically diverse populations. All of these requirements benefit the teachers and students in bilingual education programs. The only way schools can provide students with a quality education is by having teachers that are trained and qualified to teach and offer quality instruction. Schools are also required to provide students with additional resources, materials, and support services that will help them learn the new language as well. The improvement success of today’s bilingual education programs is based on student …show more content…
Current bilingual education programs have improved student success because there is a much better and clearer understanding of how an individual learns a second language. The outdated theories of language acquisition are no longer considered valid. Based on Ovando’s research children are able to fully develop cognitively in language-affirming classrooms that build up the students’ linguistic foundational skills. According to Krashen, English proficiency only comes about when the student is taught the foundational subjects and literacy development in their native language. Good bilingual programs are able to guide students to successful learning outcomes if both L1 and L2 are incorporated in the teaching process. A vast number of other studies have shown that bilingual education is effective, with children in well-designed programs, acquire academic English and better than children in all English programs (Cummins, 1989; Krashen, 1996; Willig, 1985). Dolson and Mayer (1992), found in a study released by the U.S. Department of Education in 1991 that the more schools developed children’s native language, the higher they scored over the long term in English. These studies confirm the vast

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