Rhetorical Analysis Of Bilingual Education

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Rhetorical Analysis: Positivity of Bilingual Education
Bilingual education has positively affected foreign children with their overall lives. Kenneth Jost’s, Harvard College and Georgetown University Law Center alumni, article, “Bilingual Education vs. English Immersion” is about the positive significance of bilingual education in public schools. Jeff Bale’s, a language education professor at Michigan State University, article, “Bilingual Education is the Best Approach for English Language Learners” also explains why this type of education is effective for foreign students. Together, both of these authors provide an effective argument with the use of reasoning, credibility, and emotion, but also include logical fallacies.
Jost’s and Bale’s
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Bale uses fear of loss when he states, “the clock has been turned back” with all of the progress of bilingual education due to “attacks” on the subject. If changes are not made soon, consequences with learning will occur (Bale para, 2). By using pathos, the reader desires the need to lead change so less failure occurs. Later on, Bale suggests the promise of gain when he states that if a student does not “understand academic English” they will be unable to pass (3). With the use of bilingual education, even if it may be expensive, while looking into the future, achievements can override the negatives (Greene 41). Readers feel more compelled to agree with someone who is calling out straight facts, especially if it involves positivity for the future (Gold). While Bale’s article is filled with pathos, Jost’s article lacks emotional …show more content…
Due to authors’ occupations as professors, Jost and Bale exhibit the appeal to the experts since they are both familiar with education and the learning system. The reader often agrees with a person of higher education. During the arguments, Jost and Bale also both provide credible sources. Jost’s article includes Todd Butler, a teacher of social studies and language arts who alternates between English and Spanish, and believes that the kids will not succeed, “by shoving them into English as fast as we can” (Jost 24). Again, Jost uses a credible source by including James Crawford, President of the Institute for Language and Education Policy, who believes, “student’s native skills creates a stronger foundation for success in English and academics” (Jost, sec. Pro/Con). Bale includes renowned applied linguists Stephen Krashen, Kellie Rolstad, and Jeff MacSwan to make his argument stronger with experts on this topic. By using ethos, the author is more credible, since the reader feels that the argument is valid with the use of

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