My Profession
Perfecting the Art of English Language Learning:
A Combination of Bilingual Instruction and English Immersion
Title I school districts are in constant need of caring, patient teachers to lead their students. When English language learners are entered into this equation, the formula for producing successful children becomes even more difficult. As cited by the National Center for Education Statistics in 2004, “the U.S. population of students who are language minority learners has grown 105%, whereas the general school population has grown only 12%” in the last decade (Lesaux, Crosson, Kieffer, & Pierce, 2010, p. 475). The difference in results between bilingual instruction and English immersion are not necessarily obvious, yet the techniques of the two have created much opposition on either side. My career focus combines the most important and beneficial aspects of both of these practices and relays them to native Spanish-speaking children in the most appropriate way possible, in order to create life-long learners with bright futures ahead of them.
Structured English immersion, also known as sheltered instruction, is just that, sheltered instruction. Its directive involves teaching in complete English without any use of the students’ first language. The intention behind this technique is that these students will not fall behind their naturally English-speaking peers in the core requirements. “English proficiency is necessary in the U.S. for long-term success in school and to participate fully after high school in postsecondary education opportunities or the workforce” (Baker et al., 2012, p. 738). The prevalence of programs such as No Child Left Behind “have focused much needed attention on the academic achievement of low-income students and students of color, including ELLs, who have traditionally been poorly served by public schools,” and is making this method more popular each year (Gebhard & Harman, 2010, p. 45). The problem with this system is that it does not take into consideration the fact that the United States is in need of more bilingual individuals. This allows English proficiency but neglects students’ first language, which children also need help mastering for professional purposes as everything becomes more globalized.
On the other hand, bilingual education involves the majority of instruction taking place in the students’ native tongue, and then slowly weans them into full English classrooms later in their schooling. The motives behind bilingual education are more accessible to those that want to become fluent in English while also improving their Spanish language skills. Proponents of this method believe that it is easier on the student because they can relate aspects of the Spanish language to the English language, assisting them to decipher two systems at once. Lindsey’s work states that “for young Spanish-speaking children, research provides evidence of cross-linguistic transfer of early literacy skills, with higher achievement in Spanish early literacy development in kindergarten and first-grade predicting improved reading achievement in English in the third-and fourth-grades” (Durán, Roseth, & Hoffman, 2010, p. 208).
My technique is based of off the perfect combination of these two systems in order to achieve the best results with my students. When dealing with high-poverty schools, “administrators need to have a general understanding of the students’ and families’ social, economic, and cultural issues as they relate to their native country” (Stufft & Brogadir, 2011, p. 565). Since children’s emotional health plays a large role in their achievement as students, environmental factors, like hunger, uneducated parents, and homelessness, are critical aspects to consider in teaching practices. The pressure of attending school in a completely new language, in addition to any environmental aspects they may face, can bring unnecessary burdens onto a child resulting in increased learning difficulties and further academic discrepancies between English and Spanish speaking students. For this reason, I teach initially in Spanish, using Spanish texts and supplies, but also designate a portion of class to English vocabulary. My students do not transition over to full English texts until approximately third grade, when they can begin relating their Spanish grammar knowledge to the English language. At this point, English instruction becomes the most pertinent but there remains, to a lesser extent, Spanish education as well.
Although in the United States many believe that English needs to be the top priority, Echevarria’s studies show that “populations of minority students in the United States have increased steadily over the past few decades to 42 percent of public school enrollment” (Luster, 2012, p. 1). This statistic remains true for the population as a whole because with students comes the whole family of English learners as well. For this reason, Spanish is becoming a common and integral language in the United States and throughout the world. In order to have international communications, the United States requires bilingual individuals that are trained properly in both languages. With my teaching practices, these bilingual students will be in high demand when they enter the workforce as professionals. Through this technique, I attempt to remove these children from their disadvantaged backgrounds and set them up for success in school and career. Bilingual education is a luxury that many parents are choosing for their children by placing them in upscale academies designed for such learning. I am taking this idea and putting it into use with students that are halfway there because they are already fluent Spanish speakers and require English proficiency for United States school standards.
Structured English immersion, also known as sheltered instruction, is just that, sheltered instruction. Its directive involves teaching in complete English without any use of the students’ first language. The intention behind this technique is that these students will not fall behind their naturally English-speaking peers in the core requirements. “English proficiency is necessary in the U.S. for long-term success in school and to participate fully after high school in postsecondary education opportunities or the workforce” (Baker et al., 2012, p. 738). The prevalence of programs such as No Child Left Behind “have focused much needed attention on the academic achievement of low-income students and students of color, including ELLs, who have traditionally been poorly served by public schools,” and is making this method more popular each year (Gebhard & Harman, 2010, p. 45). The problem with this system is that it does not take into consideration the fact that the United States is in need of more bilingual individuals. This allows English proficiency but neglects students’ first language, which children also need help mastering for professional purposes as everything becomes more globalized.
On the other hand, bilingual education involves the majority of instruction taking place in the students’ native tongue, and then slowly weans them into full English classrooms later in their schooling. The motives behind bilingual education are more accessible to those that want to become fluent in English while also improving their Spanish language skills. Proponents of this method believe that it is easier on the student because they can relate aspects of the Spanish language to the English language, assisting them to decipher two systems at once. Lindsey’s work states that “for young Spanish-speaking children, research provides evidence of cross-linguistic transfer of early literacy skills, with higher achievement in Spanish early literacy development in kindergarten and first-grade predicting improved reading achievement in English in the third-and fourth-grades” (Durán, Roseth, & Hoffman, 2010, p. 208).
My technique is based of off the perfect combination of these two systems in order to achieve the best results with my students. When dealing with high-poverty schools, “administrators need to have a general understanding of the students’ and families’ social, economic, and cultural issues as they relate to their native country” (Stufft & Brogadir, 2011, p. 565). Since children’s emotional health plays a large role in their achievement as students, environmental factors, like hunger, uneducated parents, and homelessness, are critical aspects to consider in teaching practices. The pressure of attending school in a completely new language, in addition to any environmental aspects they may face, can bring unnecessary burdens onto a child resulting in increased learning difficulties and further academic discrepancies between English and Spanish speaking students. For this reason, I teach initially in Spanish, using Spanish texts and supplies, but also designate a portion of class to English vocabulary. My students do not transition over to full English texts until approximately third grade, when they can begin relating their Spanish grammar knowledge to the English language. At this point, English instruction becomes the most pertinent but there remains, to a lesser extent, Spanish education as well.
Although in the United States many believe that English needs to be the top priority, Echevarria’s studies show that “populations of minority students in the United States have increased steadily over the past few decades to 42 percent of public school enrollment” (Luster, 2012, p. 1). This statistic remains true for the population as a whole because with students comes the whole family of English learners as well. For this reason, Spanish is becoming a common and integral language in the United States and throughout the world. In order to have international communications, the United States requires bilingual individuals that are trained properly in both languages. With my teaching practices, these bilingual students will be in high demand when they enter the workforce as professionals. Through this technique, I attempt to remove these children from their disadvantaged backgrounds and set them up for success in school and career. Bilingual education is a luxury that many parents are choosing for their children by placing them in upscale academies designed for such learning. I am taking this idea and putting it into use with students that are halfway there because they are already fluent Spanish speakers and require English proficiency for United States school standards.
References
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D. L., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in grades 1-3. Journal of School Psychology, 50(6), 737–58. doi:10.1016/j.jsp.2012.09.002
Durán, L. K., Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25(2), 207–217. doi:10.1016/j.ecresq.2009.10.002
Gebhard, M., & Harman, R. (2010). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(2011), 45–55. doi:10.1016/j.jslw.2010.12.007
Lesaux, N. K., Crosson, A. C., Kieffer, M. J., & Pierce, M. (2010). Uneven profiles: language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31(6), 475–483. doi:10.1016/j.appdev.2010.09.004
Luster, J. (2012). Using state assessments for teaching English language learners. Research in Higher Education Journal, 1–11. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&auth&jrnl=19413432&AN=90440316&h=ttTLcPGGiT6nHhEZ0z0R1DJGRiRs7a8Rsw7%2FlQk%2FbZ9351yldMeym2N6DF6P%2FK4nBNl44mxLoa%2FTvTr%2B9EfI5w%3D%3D&crl=c
Stufft, D. L., & Brogadir, R. (2011). Urban principals’ facilitation of English language learning in public schools. Education and Urban Society, 43(5), 560–575. doi:10.1177/0013124510380720
Baker, D. L., Park, Y., Baker, S. K., Basaraba, D. L., Kame’enui, E. J., & Beck, C. T. (2012). Effects of a paired bilingual reading program and an English-only program on the reading performance of English learners in grades 1-3. Journal of School Psychology, 50(6), 737–58. doi:10.1016/j.jsp.2012.09.002
Durán, L. K., Roseth, C. J., & Hoffman, P. (2010). An experimental study comparing English-only and transitional bilingual education on Spanish-speaking preschoolers’ early literacy development. Early Childhood Research Quarterly, 25(2), 207–217. doi:10.1016/j.ecresq.2009.10.002
Gebhard, M., & Harman, R. (2010). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20(2011), 45–55. doi:10.1016/j.jslw.2010.12.007
Lesaux, N. K., Crosson, A. C., Kieffer, M. J., & Pierce, M. (2010). Uneven profiles: language minority learners’ word reading, vocabulary, and reading comprehension skills. Journal of Applied Developmental Psychology, 31(6), 475–483. doi:10.1016/j.appdev.2010.09.004
Luster, J. (2012). Using state assessments for teaching English language learners. Research in Higher Education Journal, 1–11. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&profile=ehost&scope=site&auth&jrnl=19413432&AN=90440316&h=ttTLcPGGiT6nHhEZ0z0R1DJGRiRs7a8Rsw7%2FlQk%2FbZ9351yldMeym2N6DF6P%2FK4nBNl44mxLoa%2FTvTr%2B9EfI5w%3D%3D&crl=c
Stufft, D. L., & Brogadir, R. (2011). Urban principals’ facilitation of English language learning in public schools. Education and Urban Society, 43(5), 560–575. doi:10.1177/0013124510380720