Module Response 6: Effectiveness of Bilingual Education
1. Based on the reading by Baker and Gomez, Freeman & Freeman, and the evidence provided in the research cited, and considering your understanding of how bilingual education works and what makes it most effective in teaching language, content, and literacy skills to English Learners, what specific factors do you believe have made bilingual education programs most effective? Name and discuss a minimum of three factors. What specific factors do you believe have made bilingual education programs least effective? Name and discuss a minimum of three factors.
Bilingual education format has changed so much over the years, contrary of what some people believe, it is not a new issue or problem. …show more content…
This program also showed different features, including “the use of bilingual Learning Centers and Resource Centers; and the language of the day.” (Gomez, Freeman & Freeman, 2005 (p. 162) the main goal for this program is that all students become proficient in using two languages for communication and learning. These instructional strategies can be added to the effectiveness of any bilingual program.
Dual language programs may not be established unless a sufficient number of native English speakers are available to enroll. This can be a problem, because some English Language Learners may be denied the opportunity to participate in a program to serve their needs. Budget may not be released by the State if there are not enough English native speakers in the same school or district. If the district fails to show proper data supporting the effectiveness of the program, budget may be cut and a good program may …show more content…
I agree that we need highly skilled and educated teachers, but we also need highly educated paraprofessionals, administration staff and office staff, who are willing to help and assist the student and their families. Benson (2004) mentioned that Teachers in bilingual classrooms sometimes find barriers like “large and overcrowded classes of under-nourished students, inadequate teacher training, a lack of teaching resources, poor pay and promotion prospects and stigma of working with lowly regarded bilinguals, and limited funding.” (As cited by Baker
1. Based on the reading by Baker and Gomez, Freeman & Freeman, and the evidence provided in the research cited, and considering your understanding of how bilingual education works and what makes it most effective in teaching language, content, and literacy skills to English Learners, what specific factors do you believe have made bilingual education programs most effective? Name and discuss a minimum of three factors. What specific factors do you believe have made bilingual education programs least effective? Name and discuss a minimum of three factors.
Bilingual education format has changed so much over the years, contrary of what some people believe, it is not a new issue or problem. …show more content…
This program also showed different features, including “the use of bilingual Learning Centers and Resource Centers; and the language of the day.” (Gomez, Freeman & Freeman, 2005 (p. 162) the main goal for this program is that all students become proficient in using two languages for communication and learning. These instructional strategies can be added to the effectiveness of any bilingual program.
Dual language programs may not be established unless a sufficient number of native English speakers are available to enroll. This can be a problem, because some English Language Learners may be denied the opportunity to participate in a program to serve their needs. Budget may not be released by the State if there are not enough English native speakers in the same school or district. If the district fails to show proper data supporting the effectiveness of the program, budget may be cut and a good program may …show more content…
I agree that we need highly skilled and educated teachers, but we also need highly educated paraprofessionals, administration staff and office staff, who are willing to help and assist the student and their families. Benson (2004) mentioned that Teachers in bilingual classrooms sometimes find barriers like “large and overcrowded classes of under-nourished students, inadequate teacher training, a lack of teaching resources, poor pay and promotion prospects and stigma of working with lowly regarded bilinguals, and limited funding.” (As cited by Baker