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LEARNING STYLES & BILINGUAL PROGRAMS

LEARNING STYLES & BILINGUAL PROGRAMS. INTRODUCTION. Table of Contents Statement of Problem Review of Literature Statement of Hypothesis Methods References. Statement of the Problem

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LEARNING STYLES & BILINGUAL PROGRAMS

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  1. LEARNING STYLES & BILINGUAL PROGRAMS

  2. INTRODUCTION Table of Contents • Statement of Problem • Review of Literature • Statement of Hypothesis • Methods • References

  3. Statement of the Problem • Pedagogical success of the Dual-Language and Immersion bilingual programs is dependant upon how well the programs can be assimilated by the learner. • Assimilation occurs via a student’s learningstyle. How can D-L and Immersion be modified so that they appeal to all learners? • This inquiry is significant, since student success- and conversely, failure- is dependant upon linking the correct style to compatible learners.

  4. Review of Literature Bilingual Programs (Dual Language & Immersion)- CONS: • The first duty of schools is to teach non-English speaking children English as quickly as possible, not to maintain the 327 native languages in public schools; • Despite 30 years and billions in federal subsidies, bilingual materials do not abound; Bilingual education segregates children; • Parents prefer ESL, and resist bilingual instruction; • Knowledge of who one is and comes from, responsibility to self, family, community, cannot be taught at school- it is the job of parents; .

  5. Bilingual Programs- cons: • From 1952 to 1972 funding rose from $8.4 billion to $67.5 billion; educational employees tripled from 1,884,000 to 5,646,000. • “If money alone could buy excellence, the United States should have entered a golden age of public instruction instead of seeing declining standards in many schools.”

  6. Review of Literature Bilingual Programs- pros: Language inextricably tied to identity and self worth. In a global economy, L2, (non-native language) is less of an advantage and more of a necessity. Multicultural programs should seek to establish better connection with parents. Bilingual programs not meant to last beyond three years even though acquisition of CALPS requires 6 years. High self-esteem & positive attitude for other cultures

  7. Dual-Language Pros: • Jim Cummins, University of Toronto: “Developmental interdependence Hypothesis”; “Threshold Hypothesis” • Rationale: Second language acquisition is dependant on mastery of native language skills: First set of skills in L1 easily transferred to L2.

  8. Dual-Language Cons • Defies “time-on-task” principle: • The more time spent on a subject, the more that subject will be learned • Contrary to research demonstrating that language is best acquired early on in life: • If student learning in L1 most of day for several years, illogical to conclude that will be fluent in L2 when they are older

  9. Structured English Immersion Pros: Mainstream classroom Teachers specially trained in bilingual education or ESL training Visual aids highly recommended Group/paired work highly recommended Talking among classmates should not necessarily be seen as threat

  10. Structured English Immersion Cons • ELLs mostly taught in linguistic manner (Pro & Con) • Language that is highly methodic is ineffective • Culturally acceptable element missing from most instructional methods: kits, folders, books, technology • Many children who possess other intelligences labeled • Learning disabled • ADD (Attention Deficit Disorder) • Underachievers

  11. Strategies • Multi-media can accomplish what teacher cannot, (address all learning styles) • Learning style: the natural, habitual, preferred way(s) for an individual to learn • Linguistic & Logical intelligence Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") • Learning styles heavily influenced by culture • Several dominant learning styles present in a classroom, likely

  12. HR- Statement Modifying a bilingual program to the compatible learning styles of ten 3rd graders in P.S. X in Queens, NY, over a grading period, will measurably increase language proficiency in Reading & Writing.

  13. Bilingual Education CONS: Armstrong, Th., 2000; Jones, M., 2006; Porter, R. 1998; Duigan, P. (n.d.); Fillmore, L. (2000); Gallagher, J. 1998; Klein, A., 2008; Mays, L., 2008; Porter, R. 1998; Keng-Soon, S. & Yeok-Hwa, N., 1998; Milian, M. & Pearson, V., 2005; Lombardi, J., 2008;Cofresi, N., & Gorman, A., 2004; Fillmore, L., 2000; Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I., 2008; Gallagher, J., 1998. PROS: Hadi-Tabassum, 1999; Christian, D., 1996; Genesee, F., 2000; Cummins, J., (n.d.); Krashen, S., 2003; Sherwood, E., 2007; “Linguistic Diversity and Classroom Management”, 2003; Cummins, J., 2000.

  14. Bilingual education or English instruction? • http://www.youtube.com/watch?v=VwqhL1Hsg7E&feature=related • Firefighter boss required to speak Spanish or get demoted! • http://www.youtube.com/watch?v=V_dMr5haTbM&feature=related • Oregon seeking official English legislation; 28 states agree pro official English. 85% of nations have an official government. language; 70% of Americans are pro making English official language of federal government . • http://www.youtube.com/watch?v=mBiZtU4FLEQ&feature=related • Case against bilingual education. • http://www.youtube.com/watch?v=83THWaW82XY&feature=related • Standardized tests in Spanish versus English!

  15. Methods • Participants • Parents • students • Instruments • Consent letters to administrators, (principal, assistant principal) • Parental consent forms • Letter to student explaining research

  16. REFERENCES Adams, M., Jones, K., M. (2006). Unmasking the Myths of Structured English Immersion: Why We Still Need Bilingual Educators, Native Language Instruction, and Incorporation of Home Culture. Radical Teacher, 75, 16-21. Armstrong, Th. ((2000). Multiple Intelligences. Retrieved from: www.ThomasArmstrong.com. Chamot, A., & El-Dinary, P. (1999). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83(3), 319-38. Retrieved April 20, 2010, from Education Full Text database. Christian, D. (1996). Two-Way Immersion Education: Students Learning Through Two Languages. The Modern Language Journal, 80, 66-76. Cofresi, N., & Gorman, A. (2004). Testing and Assessment Issues With Spanish-English Bilingual Latinos. Journal of Counseling and Development, 82(1), 99-106. Retrieved from Education Full Text database. Cummins, J. (2000). Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved from Education Full Text database.

  17. Duigan, P. (n.d.). Bilingual Education; A Critique. Retrieved from: http://www.hoover.org/publications/he/2896386.html?show=essay. Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I. (2008). Crisis in the Southwest. Retrieved from Education Full Text database. Escamilla, K. (2006). Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-illiteracy or Emerging Biliteracy?. Teachers College Record, 108(11), 2329-53. Retrieved April 20, 2010, from Education Full Text database. Fillmore, L. (2000). Loss of family languages: should educators be concerned?. Theory into Practice, 39(4), 203-10. Retrieved from Education Full Text database. Gallagher, J. (1998). Multiculturalism at a crossroads. The Education Digest, 63(8), 23-8. Retrieved from Education Full Text database. Genesee, F., Cloud. N. (1998). Multilingualism is basic. Educational Leadership. Retrieved from Education Full Text database. Hadi-Tabassum, S. (1999). Assessing Students’ Attitudes & Achievements in a Multicultural & Multilingual Science Classroom. Multicultural Education, no7 (2), 15-20. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html

  18. Keng-Soon, S, Yeok-Hwa, N. (1998). Effective English as a Second Language Instruction With Interactive Multimedia: The MCALL Project. Journal of Educational Multimedia and Hypermedia, no7(1), 71-89. Krashen, S. (2003). Why Bilingual Education? Retrieved from http://ericae.net/ericdb/ED403101.htm “Linguistic Diversity and Classroom Management”, (2003). Theory into Practice no4. Lonbardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. The Clearing House, no81(5), 219-22.

  19. McGlinn, J., & Parrish, A. (2002). Accelerating ESL Students' Reading Progress With Accelerated Reader. Reading Horizons, 42(3), 175-89. Retrieved April 20, 2010, from Education Full Text database. Milian, M., Pearson, V. (2005). Students with Visual Impairments in a Dual- language Program: A Case Study. Journal of Visual Impairment & Blindness, no99 (11), 715-20. Retrieved from Education Full Text database. Porter, Pedalino, R. (1998). Twisted Tongues: The Failure of Bilingual Education. READ Institute. Retrieved from http://www.gwu.edu/~ccps/pop_billing.html. Part IV: Glossary. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html Serna, C. (2009). Autores Bilingües/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires. Education (Chula Vista, Calif.), 130(1), 78-95. Retrieved April 20, 2010, from Education Full Text database. Sherwood, E., 2007; Education in a Multicultural Society; Retrieved from: http://www.educationupdate.com/archives/2007/NOV/html/spot-profoefelia.html

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