Week 10 Paper

Study Reflection Report on Bilingualism and Literacy

Haley Gibbons

Dr. Ahn

EDLI 634

Study Reflection Report on Bilingualism and Literacy

Despite measures taken by both the federal and state governments to tailor the education programs to suit the needs of bilingual learners in the United States, the system is still far from perfect. This gap in the education system can be attributed to the diverse nature of minority languages. It is also important to note that teachers are singlehandedly responsible for most of the processes in a student’s language development. As we delve deeper into the situation of bilingual education in the United States, it is essential to analyze barriers in the process of learning. These barriers must be representative of the three main parties involved: the students, the teachers, and the curriculum, as discussed in the articles by Barrera & Jiménez (2000), Malarz (1998), and Ramírez (2000).

Schools in the United States have a diverse population of students who comprise various language minorities. According to Malarz (1998), when a child from a non-English speaking country first arrives in the United States, first of all, he or she has to learn English. The author argues that the student’s first contact with the language is vital in development. These children, however, arrive in the United States at different ages. Entering an older age means the child has already developed significantly in their primary language. Substantial development in mother tongue makes it even more difficult to study English as a second language. Therefore, the nature of the child’s primary language influences their learning rate in the second language.

Teachers have a role in ensuring active learning among bilingual students. Malarz (1998) believes that it is the responsibility of the teaching staff, upon admittance of a student to develop a sustainable intervention to help the child in learning English. In this regard, the teaching staff should develop a program to assist the student in the learning process. Looking generally at this role given to teachers, it is possible to conclude that student diversity plays a crucial role. Malarz’s (1998) view is backed by Barrera & Jiménez (2000), who posits that teachers experience substantial challenges in educating bilingual learners. An educator may receive five students from five distinct cultures and language backgrounds, while the teacher is of American descent (Barrera & Jiménez, 2000). It is also evident that majority of teachers in the United States are of American origin. The tutors are, therefore, unable to fully understand the culture and language of these students, and such a situation makes teacher’s work more challenging.

Language learning requires both phonological and syntactic awareness. Ramírez (2000) holds that learning occurs through interaction in various environments, such as home. The idea is supported by Malarz (1998) in his programming notes, where he states that parents are also expected to assist in the language development of the child. Learning from home has proven very useful not only in bilingual education but also in other aspects of learning. Consequently, teachers, when developing the learning programs, are expected to consider the part of parents as well. The role of parents is, however, shrouded by a lot of uncertainty and could be unreliable in the case of immigrants, as presented by Ramírez (2000). It is, therefore, essential to take into account home environment conditions of students when designing a learning plan.

Cultural elements may also impact language learning among bilingual students. Most parents are more conversant with their native cultures and languages. As a result, they may not be in any position to assist their children to enhance learning of other languages like English (Ramírez, 2000). From the parent’s perspective, it is challenging to impart knowledge that they cannot comprehend. Some of these parents are even unable to express themselves comfortably in English. This situation explains the disconnection between what the child studies at school and what they experience at home. In summary, the three articles provide critical information regarding the learning and teaching of language among bilingual students, encompassing the major aspects that hinder the effective learning of English.

References

Barrera, R., & Jiménez, R. (2000). Literacy instruction for bilingual Latino students: Teachers’ experiences and knowledge. A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy . Washington DC: U.S. Department of Education - Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Retrieved from https://ncela.ed.gov/files/rcd/BE024350/7barrera.pdf

Malarz, L. (1998). Bilingual education: Effective programming for language-minority students [Ebook]. Alexandria, VA: ASCD. Retrieved from http://www.ascd.org/publications/curriculum_handbook/413/chapters/Bilingual_Education@_Effective_Programming_for_Language-Minority_Students.aspx

Ramírez, J. (2000). Bilingualism and literacy: Problem or opportunity? A synthesis of reading research on bilingual students. A Research Symposium on High Standards in Reading for Students From Diverse Language Groups: Research, Practice & Policy . Washington DC: U.S. Department of Education - Office of Bilingual Education and Minority Languages Affairs (OBEMLA). Retrieved from https://il01804616.schoolwires.net/cms/lib/IL01804616/Centricity/Domain/5425/Bilingualism_and_Literacy_Problem_or_Opportunity_A_Synthesis_of_Reading_Research_on_B.pdf