Introduction
Dual language programs involve teaching students through two languages. Teachers ensure that they introduce bilingual programs whereby all native speakers benefit from a second language instruction. Teachers also use two-way immersion programs whereby one half of the students are native while the other half is constitutes speakers of English (Wayne and Virginia, 2012). This paper is meant to persuade school administrators to adopt dual language programs so that they improve learning among students from different cultural and linguistic backgrounds. I argue that dual language program promotes academic achievement and multicultural competence for all students. Discussion focuses on aspects such as curriculum, instruction, teaching strategies, program structures, family and community.
Curriculum
Language instruction is integrated into the curriculum. Language objectives become part of the curriculum planning so that language and literature become part of the curricula. The main aim of using language instruction is to assist students learn content as well as the language associated with content (Alanís and Rodríguez, 2008). In addition, dual language education as part of the curriculum enables students to achieve multicultural competence and equity. Schools that have managed to use dual language programs have developed curriculum that reflects and values student cultures.
Research shows that students perform better when Spanish and English reading programs are aligned with the curriculum. Spanish and English reading programs ensure that literacy expectations of all students are met within the school environment, regardless of the language used for instruction. The curriculum focuses on visual, audiovisual, art materials that assist students to achieve bilingualism and biliteracy (Fitzsimmons-Doolan, Palmer, and Henderson, 2015). Effective curriculum has also considered the integration of technology for instruction. English and Spanish speaking students can work together when using computers in spatial visualization tasks. When students receive instruction through technology, they achieve higher grades that students who depend on traditional text books.
Instruction
Classroom practice has an influence on academic achievement of eight-grade students. In particular, classroom instruction should consider a student’s social class. In dual language programs, instruction focuses on bilingualism, biliteracy, and multicultural competence. Teachers are encouraged to use a two-way immersion system so that they integrate and balance the need of Spanish and English learners (Lindholm-Leary, 2016).
Instruction should focus on positive interactions among students and teachers. A focus on social and instructional interactions ensures that English language learners as well as native speakers of Spanish achieve similar results in academics. A reciprocal interaction model is better than traditional teacher-centered transmission model whereby students are not the focus for instruction (Parkes, 2008). Teachers are encouraged to impart knowledge and skills on students with challenges in learning a second language. A transmission model assists students to achieve high levels of cognitive skills as well as development. Furthermore, instruction approaches eliminate the need for factual recall in the classroom.
Instruction also focuses on student interactions as well as shared work experiences so that cooperative learning becomes part of the classroom environment. Students from different ethnic and linguistic backgrounds develop positive attitudes towards colleagues from other cultural and linguistic backgrounds. Students also work together to achieve academic development which does not leave any child behind. School administrators should understand that mere interaction in two languages does not necessarily guarantee academic development (Torres-Guzmán and Feli, 2005). Teachers should be encouraged to introduce activities whereby all groups of students interact when learning.
Cooperative learning as part of dual language programs promotes positive student outcomes. Teachers have been cautioned to avoid grouping students so that they work as units without considering diversity of the classroom. The teacher should ensure that each student as well as groups works interdependently so that they are accountable to all group members. Furthermore, the teachers guarantee social equity in the classroom as well as formation of groups.
Language instruction is provided through two languages. The teacher also ensures that academic content is delivered through two languages. The need to coordinate instruction through two languages is to achieve progress in terms of academic achievement of all students. Furthermore, thematic instruction should be incorporated into the classroom. Thematic instruction focuses on the development of vocabulary so that subjects such as science and math are divided in Spanish and English languages. In terms of social contexts, teachers and students use two languages to socialize. In the end, students develop a high level of competence in two languages as well as cultures of all students involves in the socialization process.
Teaching strategies
Instruction focuses on language input. The teacher ensures that language input is adjusted to the ability of the student to comprehend the language, developing interacting and relevant language input, introducing sufficient quantity, and challenging students to learn. The need for optimal input should be a key concern for teachers so that careful planning and interaction ensure that second language learners have an access to the core objectives of the curriculum (Wayne and Virginia, 2012).
The teacher ensures that language instruction is comprehensible to all students. Students can only comprehend input when the teacher considers slow, expanded, repetitive, and simplified speech. In particular, teaching strategies focus o the ‘here and now’ so that students achieve proficiency in the second language (Varghese and Park, 2010). Teachers should use contextualized language that focuses on the immediate environment. Gestures become necessary so that students understand instructions and teacher demonstrations within the classroom. The teacher uses comprehension and confirmation checks to assess student understanding. The teacher communicates so that students understand meaning. Furthermore, the teacher constructs possible interpretations of sequence, role, and intent.
Teaching also involves the use of pictures, charts, graphs, and semantic mapping (Wayne and Virginia, 2012). The teacher models instruction so that students negotiate meaning whereby the need to make connections between facts and priori knowledge becomes part of teaching strategies. The teacher also allows students to act as facilitators and mediators. Further, a wide range of presentation strategies can be introduced in the classroom.
Staffing needs are based on quality of teachers. In particular, teachers should have high levels of knowledge and skills concerning subject matter, curriculum, and technology. In addition, teachers should have high levels of knowledge on instructional strategies as well as assessment methods that assist students from all cultural and linguistic backgrounds achieve desired outcomes (Alanís and Rodríguez, 2008). Teachers should also have the ability to reflect on their own teaching so that strategies developed can be examined in relation to their effectiveness in dual language education. High levels of teacher knowledge are related to high student outcomes. In particular, well-qualified teachers assist students to achieve academic development especially when they consider the special need of English language learners and students from poor social-economic backgrounds.
Dual language programs also demand teachers with certain teaching and staff characteristics. School administrators should use these characteristics when recruiting teachers so that professionalism becomes part of the school. Characteristics such as classroom management skills and respect to appropriate instructional strategies enable teachers to perform towards the success of all students. Teachers with ESL credentials as well as bilingual competencies engage in positive self-assessment so that teaching efficacy is achieved in the classroom.
Program structure
Program planning refers to promotion of bilingualism, biliteracy, and multicultural competence. Programs also focus on improving academic achievement for all students. The program should be implemented in the whole school not just dual language speakers. When all teachers are not involved in the development of the curriculum, then the process of developing and planning the curriculum becomes piecemeal and dependent on individual teacher initiative. A school-wide support to the program is necessary so that the program becomes part of all teachers’ not just dual language teachers (Wayne and Virginia, 2012).
A dual language program should begin with needs assessment so that informed-decision making is achieved within the school. After collecting data necessary for needs assessment, interpretations can be made so that a realistic plan assists students to achieve desired academic outcomes (Wayne and Virginia, 2012). Successful programs should consider the input of teachers and parents so that all stakeholders are considered in selecting and designing a program that is consistent with the characteristics of student population.
Key features of a dual language program that should form part of teaching involve instruction in the second language for at least 6 years. In addition, at least half of instruction in native language throughout the program should be considered. The teacher should use language art as well as literacy instruction in both native and second language to improve academic achievement (Fitzsimmons-Doolan et al., 2015). Academic achievement becomes part of dual language programs when sustained instruction is provided through the student’s native language. At the end of elementary school and into middle and high school, education levels among bilingual students are higher than peers who have not attended dual language classes. No researcher has presented a finding that dual language students have performed poor than students who do not attend dual language classes. School administrators should consider dual language programs because they assist in reading achievement and mathematics competence. Furthermore, students who attend dual language programs have high levels of school attendance, school completion, and positive attitudes towards the school and self.
Dual language education fosters multiculturalism in the school environment. Students achieve multiculturalism competency whereby they accept diversity and social inclusion as part of the environment (Wayne and Virginia, 2012). As a result, students become more accommodating and respectable to the need of other students than class environment where dual language education lacks. In particular, social-economic diversity among Asians, Europeans, Mexicans, Hispanics, and African Americans fosters unity and acceptance of diversity in the school environment.
Family and community
An effective dual language program focuses on the incorporation of parent and community input and collaboration with teachers. Input from parents ensures that teachers develop a sense of efficacy communicated to children with positive academic progress, especially when children come from minority languages. Parents of ethnically and linguistically diverse students are motivated to see their children achieve high levels of academic success. As a result, the teacher ensures that home and school activities are incorporated into the curriculum. The parent enables the teacher to understand home activities that should be part of the dual language program (Wayne and Virginia, 2012).
Dual language programs make the school environment welcoming and warm for community members as well as parents. Students, parents, and communities also achieve a sense of belonging in an environment where students from all language and cultural groups are accepted. As a result, parents from ethno-linguistic and cultural groups are treated equitably. Furthermore, English speaking parents do not dominate advisory committees, thereby leading to inclusion of non-English speaking communities and parents.
Conclusion
Final Reflection
In this semester I have learned that students should be taught through two languages especially in a culturally and linguistically diverse environment. Students come from different linguistic backgrounds thereby leading to challenges in the most appropriate language of instruction. The use of native languages to teach content and literacy is necessary so that students understand content delivered by the teacher. Second language alone affects the ability of students to understand concepts. Teaching bilingual students also involves appreciation of cultural and linguistic diversity. As a result, students develop linguistic and cultural competence in two languages. A school environment that encourages the teaching of bilingual students ensures that students develop mutual respect for the diversity of other students. Cultural acceptability is achieved so that students from minority groups do not feel discriminated and unwelcome in the class.
I met the course goals through completion of assignments. I believe that written assignments were necessary in understanding research approaches that have focused on dual language education. I have engaged in discussions aimed at understanding the role of dual languages in educating students. As apart of course goals, I had a clear goal of improving my understanding on the role of dual languages within the classroom so that evidence-based practices become part of my career aspirations. In the end I realized that dual language education is necessary so that students from different cultural and linguistic backgrounds are accommodated within the classroom and school environment.
I benefited immensely from the “Dual Language Education for a Transformed World” as a resource for the classroom. Most importantly, lectures and class presentations were important resources in analyzing concepts and content of dual language programs. Classmates were also part of resources that impacted positively on my learning. I was able to seek for clarifications and discussions with fellow colleagues on class materials.
My own emerging view also relates to situations when over three languages exits in the school environment. For example, a child may speak Spanish and French. In such cases, I do not know which language should be considered especially when teachers do not understand any of the languages the child understands. In some cases, students come from Africa and Asia. In such cases, I do not understand whether the teacher has the ability to provide content in African and Asian languages so that a student benefits appropriately. In the United States, it is clear that dual language programs focus on English and Spanish speakers. In case there are students who do not speak English and Spanish, how can they be assisted to learn in the classroom?
My perspectives have evolved from skepticism about dual language programs to complete acceptance of dual language programs. Initially, I thought teachers should not use native languages because they affect proficiency in English language literacy. However, there is need to consider students from cultural and linguistic backgrounds who do not speak English.
I strongly agree that after completing the dual language course, a student is prepared to teach bilingual students, including English language learners. I have realized that native languages assist students to achieve competence and proficiency in content and second language learning. Students in dual language classrooms also perform better than students who don’t attend dual language classrooms.
References
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Parkes, J. (2008). Who Chooses Dual Language Education for Their Children and Why. International Journal of Bilingual Education and Bilingualism, 11(6), 635–660.
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