The Benefits of Bilingual Education

1. The Benefits of Bilingual Education Kylie Hiemstra College of William and Mary EDUC 310-01 April 25, 2012

2. Introduction • Bilingual education is an important facet of education that must be considered in order for current teachers to accommodate and ensure the success of bilingual students • Defined as providing “instruction in their native language for students not proficient in English” (Ornstein, Levine, & Gutek, 2011, p. 391 • Different conclusions about the effectiveness of both bilingual education and English language instruction programs; difficult to know how to define the most successful programs because of the different contexts in which these programs occur • Inconclusiveness of the research has caused much controversy over how to effectively teach bilingual students, especially as the number of immigrants to the United States increases (Ornstein et al., 2011)

3. Introduction (continued) • Research shows that English language learners generally struggle to excel academically • Frequently score far below state norms for reading in English, and many bilingual students are often placed in lower ability groups as a way to “solve” this problem (Baker, 2006) • Solution to fixing these issues is actually to create strong bilingual education programs–“found to be more influential in achievement than student background variables such as socioeconomic status” (Baker, 2006, p. 204) • Such programs often include dual language learning and maintenance of the native language in order to promote bilingualism, biliteracy, and biculturalism, rather than promoting assimilation to the majority language and culture. • “Bilingual education, when effectively implemented, is not the cause of under-achievement; rather it is the cure” (Baker, 2006, pp. 205-206)

4. My Rationale • I am also a linguistics major, so the idea of language in education intrigues me—combines both of my areas of study • Just wrote a research proposal for my sociolinguistics class about attitudes towards bilingual education • Applicable to me as a future teacher and a linguist • I want to learn how to effectively promote bilingualism and biculturism in my classroom

5. Application to Teachers • Research on the effects of bilingual education programs allows for meaningful insight into implications for how schools and teachers can efficiently provide bilingual education • Teachers must understand the backgrounds of their specific students in order to accommodate their learning needs and styles • Essential for teachers to promote a classroom environment of support and success

6. My Guiding Research Questions • What are the components of successful bilingual education programs? • What are the effects of bilingual education in schools?

7. Article Critique #1: “Sustaining a Dual Language Immersion Program: Features of Success” • Purpose: to examine the factors involved in the success of one specific elementary school’s dual language program and how this success affected students’ academic performances • Data collected at City Elementary School in south central Texas through site visits and observations, group and individual interviews, and an analysis of the fifth-grade English Texas Assessment of Knowledge and Skills (TAKS) scores for reading, math, and science. • Key personnel interviewed included 10 dual language teachers and one campus principal, all of whom are female native Spanish speakers involved in the implementation of the dual language program

8. Article Critique #1: “Sustaining a Dual Language Immersion Program: Features of Success” • Over a period of six years, all students at City Elementary constantly outscored and progressed better than other students in the district and the state for the TAKS tests in English reading, mathematics, and science • The dual language program did not hinder students’ English acquisition or academic success • The main factors that play a part in the success of the dual language program are pedagogical equity, effective bilingual teachers, active parent participation, and knowledgeable leadership and continuity

9. Article Critique #1: “Sustaining a Dual Language Immersion Program: Features of Success” • Limitations • The researchers only studied one specific school—hard to generalize these findings to other dual language programs • Also did not discuss the sample size of fifth-grade students tested, so statistical significance may be hard to generalize • They only discuss the findings in terms of quantitative data with the test scores • Never explicitly talk about their observations or interviews; add some of this information in their discussion section, but there is no description of the procedures of the observations or interviews, so the readers do not know the content or questions asked

10. Article Critique #2: “Education, Ethnic Identity, and Acculturation as Predictors of Self-Esteem in Latino Adolescents” • Purpose: to evaluate self-esteem, acculturation, and ethnic identity of Latino middle and high school students in both bilingual and traditional education programs • Performed this study because of a lack of current research on self-esteem and ethnic identity of Latino adolescents • Studied 150 Latino middle and high school students who lived in Buffalo, New York; Boston, Massachusetts; and Houston, Texas • 99 of those students participated in bilingual education programs and the remaining 51 participated in traditional education programs • Participants filled out a demographic questionnaire along with the Rosenberg Self-Esteem Scale, the Multigroup Ethnic Identity Measure, and the Short Acculturation Scale for Hispanics—Youth

11. Article Critique #2: “Education, Ethnic Identity, and Acculturation as Predictors of Self-Esteem in Latino Adolescents” • No considerable difference in reported levels of self-esteem or ethnic identity between Latino students in bilingual versus traditional education programs • Students in a traditional education program reported being more acculturated in the context of language usage than those in a bilingual education program • Students in a bilingual education program preferred using their native language more often • GPA and features of ethnic identity and acculturation found to be significant predictors of self-esteem for Latino students in a bilingual program • Ethnic identity not found to be a significant predictor of self-esteem for Latino students in traditional educational programs

12. Article Critique #2: “Education, Ethnic Identity, and Acculturation as Predictors of Self-Esteem in Latino Adolescents” • Limitations • No information collected as to why each student was enrolled in either the bilingual or traditional education program • The self-reported data could be skewed based on what the participants think they “should” respond • Results cannot be generalized to other ethnic or racial groups because this study focused only on Latino adolescents

13. Article Critique #3: “How bilingual is bilingual? Mother-tongue proficiency and learning through a second language” • Purpose: to examine whether and why there is a difference in first-language competence in migrant children versus children who live in their country of origin • Compared the native language competence levels of pre-school children who were brought up in Turkey versus those who were brought up in Norway, Germany, or Austria • Chose families who were all thought to have similar cultural backgrounds. • Collected and analyzed data from vocabulary tests that calculated levels of native language competence; a questionnaire about the family’s home language use; and tests that calculated the results of native language instruction given to one group of children

14. Article Critique #3: “How bilingual is bilingual? Mother-tongue proficiency and learning through a second language” • The children living in Turkey scored significantly higher on both vocabulary tests than the children living in Norway, Germany, and Austria, who all scored about the same • Data from the questionnaire about home language use indicated that none of the migrant children communicate solely in Turkish in their home contexts • Concluded that native language competence helps increase reading skills in the second language and gives children a sense of cultural awareness, identity, and self-esteem

15. Article Critique #3: “How bilingual is bilingual? Mother-tongue proficiency and learning through a second language” • Limitations • Parents could have exaggerated their amount of native language use in the home • Methods section states that they collected data from analyzing tests that calculated the results of native language instruction for one of the groups of children—but they do not describe which group this instruction was given to and why • Research design does not appear to be appropriate for the research questions • If the migrant children are not instructed in or exposed to Turkish, then clearly their vocabulary test scores of Turkish will be lower than those of the children living in Turkey. • Conclusions do not seem to follow the evidence either • Unclear how they can state that education in the native language can increase competence in the second language based on the data that they collected • Pre-schoolers do not even know one language yet, let alone two

16. Implications for Teaching • Other scholars agree that dual language education programs usually produce students who show equal or higher achievement in English than that of their peers who learn only English • Benefits of dual language programs include true bilingualism, above average test scores, preparation for a global economy and the twenty-first century, and appreciation for other cultures and diversity • Typically include students who are native English speakers and students who are native speakers of another language; integration of students during instruction; and instruction in both languages (Y. Freeman, D. Freeman, & Mercuri, 2005). • These programs can lead to accomplishing goals such as language and literacy proficiency in both languages; proficiency in all academic subjects; and an appreciation and understanding of other cultures (Alanís and Rodríguez, 2008)

17. Implications for Teaching • In order to effectively implement bilingual education and produce positive academic and emotional effects in students, teachers must give value to both languages and cultures in order to promote equality • Empowers students and builds their identities and self-esteem • Instead of forcing students to reject their own language and culture and assimilate to the majority “norm,” educators should be aware of the positive effects of embracing all students’ backgrounds • Ethnic identity can be important in the self-esteem of Latino adolescents in bilingual programs • Educators should foster this cultural development in Latinos and perhaps other minority students as well

18. Implications for Teaching • Poor bilingual education programs lead to students scoring far below average in English reading achievement (Baker, 2006) • Teachers should be knowledgeable about teaching diverse populations and should be prepared to incorporate other languages and cultures into their lessons • In their classrooms teachers can: • Celebrate cultural holidays • Have days where their students research and present on their own backgrounds • Have units on learning about different countries • Integrate other languages into their teaching • Have their students follow the news and discuss current cultural issues in class. • Creating hands-on lessons involving different languages and cultures allows all students to participate and become engaged in cultural awareness and acceptance

19. Teachers’ Experiences and Suggestions • Teachers must acknowledge and understand their own perceptions • One current teacher described a time when he overheard another teacher, who was working in a school of mostly African American and Latino students, say, “‘I wish these kids had the ability to learn.’ Her racial bias affected how she viewed her students and in turn influenced her pedagogy” (Soto & Kharem, 2010, p. 14). • Another teacher believes from her experience that “educators need to find ways to foster bilingualism for all students,” especially for white Americans for whom bilingualism should become “necessary and normal…rather than honorary and exceptional” (Pimentel, 2010, pp. 26-27) • Other teachers cite the use of storytelling and creating linguistically safe spaces so that bilingual children feel comfortable enough to find their voices in both languages: “…developing an environment rich in cultural narrative practices fosters language and cognitive skills, academic success, and the development of children’s identity on many levels” (Scharrón-del Rio, 2010, p. 65)

20. Conclusion • Based on research and insights from the experiences of current teachers, bilingual education is effective when it involves language learning for all students • Being competent in one’s native language is also crucial to success • Students should not be forced to reject their own language in order to conform to the “better” majority language and culture • Teachers who create accepting and open environments and foster students’ ethnic identities will allow their students to thrive academically, socially, and emotionally • Teachers must have a strong self-awareness and must be able to differentiate instruction and integrate multiple languages and backgrounds into their teaching. • Teachers’ identities are important in this process because if they are willing to share and learn from their personal experiences, their students are more likely to feel comfortable embracing their own backgrounds as well

21. References • Alanís, I., & Rodríguez, M. A. (2008). Sustaining a dual language immersion program: Features of success. Journal of Latinos and Education, 7(4), 305-319. doi: 10.1080/15348430802143378 • Baker, C. (2006). Foundations of bilingual education and bilingualism (4th ed.). Tonawanda, NY: Multilingual Matters Ltd. • Brisk, M. E. (2006). Bilingual education: From compensatory to quality schooling (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. • Cavazos-Rehg, P. A., & DeLucia-Waack, J. L. (2009). Education, ethnic identity, and acculturation as predictors of self-esteem in Latino adolescents. Journal of Counseling & Development, 87, 47-54. • Freeman, Y. S., Freeman, D. E., & Mercuri, S. P. (2005). Dual language essentials: For teachers and administrators. Portsmouth, NH: Heinemann.

22. References (continued) • Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2011). Foundations of education. Belmont, CA: Wadsworth. • Pimentel, C. (2010). Color-coded bilingualism. In L. D. Soto & H. Kharem (Eds.), Teaching bilingual/bicultural children (pp. 19-27). New York, NY: Peter Lang Publishing, Inc. • Scharrón-del Rio, M. R. (2010). Puertorriqueñacomoyo. In L. D. Soto & H. Kharem (Eds.), Teaching bilingual/bicultural children (pp. 57-65). New York, NY: Peter Lang Publishing, Inc. • Soto, L. D., & Kharem, H. (2010). Engaging the world of teacher preparation on behalf of bilingual/bicultural learners. In L. D. Soto & H. Kharem (Eds.), Teaching bilingual/bicultural children (pp. 7-18). New York, NY: Peter Lang Publishing, Inc. • Yazıcı, Z., İlter, B. G., & Glover, P. (2010). How bilingual is bilingual? Mother-tongue proficiency and learning through a second language. International Journal of Early Years Education, 18(3), 259-268. doi: 10.1080/09669760.2010.521297