bilingual education

Posted: December 10th, 2013

 

A Case Study: Teacher Perspectives on Mandarin Chinese Language Program for Preschool Children in California

Table of Contents

 

Title Page…………………………………………………………………………………………………………….. 1

Acknowledgements………………………………………………………………………………………………. 2

Table of Contents…………………………………………………………………………………………………. 3

Abstract………………………………………………………………………………………………………………. 5

Chapter 1 Introduction………………………………………………………………………………………….. 6

Research Question…………………………………………………………………………………………….. 7

Theoretical Rationale…………………………………………………………………………………………. 8

Background and Need………………………………………………………………………………………. 8

Chapter 2 Review of the Literature……………………………………………………………………….. 10

Introduction……………………………………………………………………………………………………. 10

Historical Context…………………………………………………………………………………………… 10

Review of the Previous Literature……………………………………………………………………… 10

Statistical Information……………………………………………………………………………………… 12

Interview with an Expert………………………………………………………………………………….. 12

Sample and Site…………………………………………………………………………………………… 12

Ethical Standards………………………………………………………………………………………… 12

Chapter 3 Method………………………………………………………………………………………………. 13

Introduction……………………………………………………………………………………………………. 13

Sample and Site………………………………………………………………………………………………. 13

Access and Permissions……………………………………………………………………………………. 13

Chapter 4 Findings……………………………………………………………………………………………… 16

Description of Site, Individuals, Data………………………………………………………………… 16

Overall Findings, Themes…………………………………………………………………………………. 16

Chapter 5 Discussion /Analysis…………………………………………………………………………….. 17

Summary of Major Findings……………………………………………………………………………… 17

Comparison of Findings to Previous Research…………………………………………………….. 17

Limitations/Gaps in the Study…………………………………………………………………………… 17

Implications for Future Research………………………………………………………………………. 18

Overall Significance of the Literature………………………………………………………………… 18

About the Author……………………………………………………………………………………………. 18

References…………………………………………………………………………………………………………. 19

Chapter 1 Introduction

The interest I exhibit with respect to the program of bilingual education has its roots from the period when I undertook a volunteer practice in a Mandarin Chinese immersion program involving preschoolers. When the transitional period arrives, children aged 3 years are required to recite Chinese poems under the guidance of a teacher who uses mandarin. This acted as an impetus for me to get further insights on how the immersion program impact on English speaking students and minority language speaking students.

 

The enhancement of my interest regarding this subject also stems from reading an article that describes the correlation that exists between bilingualism and brain development. From that period, I have built interest in exploring the California bilingual program. While I am familiar with certain theoretical knowledge concerning the structures of the bilingual program, I am driven to assess the various perspectives and opinions of teachers on the bilingual program. Few opportunities exist for parents for enrolling their children in a Mandarin Chinese immersion program while they are still at a young age. The purpose of this study is to find out how the two way bilingual immersion program worked.

 

Research Question

1. What instructional strategies do teachers use to teach native English speaker and English language learner in a Chinese immersion classroom?
2. How do teachers support natives and third language learners learning in such a Chinese immersion environment?
3.  How do the students really benefit from acquiring new languages in the earliest years? How much do they benefit?
4. What are the challenges for the students to absorb a second language? Or do they absorb it almost effortlessly?
5. What are the challenges for the bilingualism teachers?
6. Does learning one or more new languages compromise development of a child’s primary language as well as the newly acquired languages?
7. What are the requirements of high-quality language immersion programs if young children are to succeed academically and socially?

Background and Need

How the two way bilingual immersion program worked

 

The two way bilingual immersion also know as (TWBI) programs integrated both the English learners (language minority students) together with the English speakers or majority students so as to build their bi-literacy as well as bilingualism with other languages. The two way bilingual immersion programs enhances biliteracy and bilingualism, desirable cross-cultural attitudes, behaviors in all students and grade level academic achievements.

 

A critical deliberation when developing programs of TWBI program entails the selection of the model of the program. As regards California, two models of programs are predominant. The first model is the 90/10 where characteristically the non English language takes up 90% as the mode of instruction at the level of kindergarten while English language receives the remaining 10%. The non English language of communication gradually undergoes an annual reduction in usage up to the point where equilibrium occurs between the target language and English. This model embodies about 111 programs.

 

The second model comprise of the 50/50 structure which implies that both the target language and English are used in 50% basis. In the two models, delivery of instructions encompasses both languages albeit by using one language at a given instance. Two way bilingual immersion programs integrate bilingual education maintance with an external language immersion model. This lasts at minimum between 5 and 7 years. The key two way bilingual immersion programs take different forms namely charter school, alternative education program and parental waiver. Most funding directed towards TWBI involves the U.S department of Education who invoke the No Child Left Behind Act, Title III.

 

 

How students can benefit from TWBI programs

Elementary grades represents an opportune time where learning of a second language can be trenchant. This is due to the fact that younger children take various risks such as learning of new languages. As such, they can dance, sing and skip and the usage of their bodies aids in the learning of another language through imperative connections of the brain. The immersion programs provide students with various cross cultural experiences and linguistic advantages. Studies in America intimate that the programs are efficacious in the promotion of majority and minority student’s academic achievements together with higher bilingual proficiency levels to the two groups of students.

 

 

Instructional strategies teachers use to teach native English speaker and English language learners

Teachers use various strategies in teaching English language learners and native English speaker. The strategies employ English language together with students’ home language while instructing the students. The implementation of these programs takes place easily in places having a substantial percentage of students from an identical background. Grouping of students involved in the bilingual programs occur based on their first language. This means that the teachers also have to proficient speakers f the students home language and English language. Among the strategies used by teachers include the following：

 

Early- exit bilingual programs

In the early- exit bilingual strategy, the design happens in a way that can assist children in acquiring the essential English skills desired where only English language is used as the mode of instruction. The students first language form the initial language of instruction and this is used for both clarification and introduction to reading purposes. The phasing out of first language then ensues and mainstreaming begins to take place.

 

Late – exit programs

Late –exit strategies show differences from early-exit strategies chiefly in the duration and amount that English language use occurs in the classroom. Students maintain to be in late-exit programs during their elementary school period and the first language forms more than 40% of the instruction language regardless of whether they have been recognized as fluent-English-proficient.

Two way bilingual programs

Also termed as the developmental bilingual programs, these strategies band together English speaking students or language majority with the minority students having identical first language in the same classroom. Essentially, an almost 50/50 balance occurs between language majority and language minority students. Instruction takes place using both the minority language and English. Students act as language-speaker role models for their counterparts. The instruction in two way bilingual classes can be done by two teachers where one teacher is bilingual or by teacher who demonstrates proficiency in the two languages.

Chapter 2 Review of the Literature

（please write this whole chapter by using the articles  I attached as many as you can plus do the reference list ）

Introduction

Historical Context

Review of the Previous Literature

Statistical Information

Interview with an Expert

Sample and Site

Ethical Standards

 

Chapter 3 Method

Introduction (REWRITE)

This study follows a non experimental design approach.       Qualitative Data were gathered from interviews.

Sample and Site (REWRITE)

One male principal and two or three classroom teachers were selected to participating in the interview.

The principal is monolingual and teachers are bilingual (English Chinese (mandarin)).

Access and Permissions (plz help to rewrite with base on the  information I provide)

My initial contact through a friend who is working in the Presidio preschool. She is originally from Taiwan and has been working as a bilingual teacher in Presidio Preschool for almost 5 years. When I spoke with her and mentioned I was interested in study of a bilingual early childhood setting, she recommended me her school. So I made phone call to the principal straight away and got permission from him to follow up with two Asian bilingual teachers.

Data Gathering Strategies

Data Analysis Approach

 

Chapter 4 Findings

Description of Site, Individuals, Data

Presido Knolls Preschool

Overall Findings, Themes

From the interviews, the results confirm that the meta-linguistic structures of language become familiarized to children through comprehensive school immersion programs. In this regard, children’s capabilities in reflection on the salient language attributes and structures as well as the ability to manipulate words both in writing and verbally is enhanced (Lambert, 1975). In enhancing language plurality, immersion programs assist children in becoming adept in more than one language. Empirical evidence suggests that such an experience would be more helpful to children who yearn to learn additional languages in future.

Building language vocabulary is requistite step in every learning process. For these reasons, various stragetgies have been implemented by tutors to promote multilingualism. The most significant of all is encouraging teachers to invest in additional training so as to adminster language immersion in a well-synchronized sequence of steps. For instance, children can enrich their Mandarin vocabulary and equally derive meaning from the words only after Chinese words have been transliterated into the English alphabet. The interview results suggested that most tutors opted for this instructional strategy in assisting language learners within a Chinese immersion classroom. At personal level, tutors play a great role in guiding language learners in the reproduction and recognition a variety of ideographic characters within a native language that differs from the language they are learning (Lambert, 1975)

 

On the other hand, the interview underscored common challenges facing bilingual tutors. Often, teachers encounter difficulties in explaining to their potential students how the syntax of their native language differs with language which they are learning for the first time during the infant stages of exposure. Secondly, difficulties arise in elaborating and sorting out specific words that can be used simultaneously in both languages.

 

The idea of integrating language immersion programs into school curricular was receptive to majority of the parents. Ideally, this group argued that multilingualism would grant their children an upper hand in the job market. However, a few parents were concerned with the fear of code-switching-learners’ tendency to substitute words from a given language with those of different languages. It’s a common phenomenon in language learning as students tend to subconsciously demonstrate mastery of a new language through conversations (Wiese, 2001).

However, at the age of nine, children become more agile in language mastery and development. Though it’s hard for a dual immersion program to balance on both perspectives, there are different ways of improving a language immersion program so as to enable children to excel both socially and academically. Ideally, learner’s proficiency in a foreign language can be improved through increased exposure to opportunities and the environment in which the language is dominant. As presented by Leoni-Bacchus,  early immersion program are a gateway to elusion from the challenge of developing adeptness in additional languages. The results largely confirm that children can best benefit from language immersion programs when exposed at the age of a t least two years.

 

This findings correlate to studies which postulate that language acquisition experiences in children enhanceds their bilingualism skills and protects them from the danger of delayed language development (Leoni-Bacchus, 2002). From tutor surveys, young learners who performed dismally in pronunciation, morphology, phonology, grammatical competence and syntax were those who failed to comply to instructions, contrary to immersion.

 

Chapter 5 Discussion /Analysis

Summary of Major Findings

The findings generally support the incorporation of dual immersion programs in multi-language training. As new tutors and families are integrated into dual immersion combinations, the following parameters would be of paramount significance: Successful dual; immersion program requires the co-operation of students, teachers, parents and administrators who are optimistic about bilingualism rather than attributing it to an academic or cognitive liability. The findings also support the need to address pedagogy from a non-deficit angle (Lewis, 2000).

 

Realistically, the aforementioned models call for an in-depth evaluation of the problems faced by second language learners as they are integrated into education curricular whereby they are expected to mingle with learners whose beliefs, values and background may differ from theirs. Equally, second language tutors should be subjected to a comprehensive training that should be extended to those regarded as experienced teachers. Additionally, tutors should demonstrate proficiency in instructional differentiation, simplification of tutorial activities and scaffolding of instructions to the learners.

As teachers are expected to contribute to the improvement of language content and standards, they should bridge across the curriculum and classroom experience by collaborating with institutional resources that enrich the learner’s experience. As students enroll to different immersion programs, they often bump into several challenges, one being establishing peer interaction based on their previous experiences, concepts, knowledge and skill. Thus, getting along with a language immersion program is an exhaustive imitative especially to learners from different cultures. It’s therefore imperative for language immersion programs and supportive administrative institutions to extend support to learners through the provision of essential service facilities such as social outlets and comfortable housing.

 

On the same context, analysis of classroom organization and climate is crucial in the academic planning process. Traumatized learners from depressed family backgrounds and victims of social isolation often experience difficulties in learning. In counteracting the above negative forces, informal peer communities should be established both within home and school environs. By pairing students together in different routines, constructive interactions are nurtured, friendships and support groups are established more seriously and children’s social and emotional intelligent skills are boosted.

Similarly, more satisfying relationships are established among rejected, peer neglected and shy students.  The findings broadly acknowledge the need for recognition of parents as the central support allies of all aspects related to school immersion programs through open communication. Disguised as international pilgrims, parents are dedicated to see their children reaping the benefits of the program.

Comparison of Findings to Previous Research

The findings of the study was a collection of actors that were congruent to macro contexts as presented by Baker 2001, and the details of different tutors, students, specific institutions and individual classes. The finding also correlate to previous results indentified by Peregoy 1999. They invariably acknowledge that bilingual children are at am advantaged level of cognitive flexibility relative to their unilingual counterparts. Generally, proficiency in a new language is not just a workable syntax but a brainstorming experience in which learner are expected to interact freely with others, be attentive to instructions and decide on the relevance of a context.

 

Research has also postulated higher mathematical grasping capabilities in bilingual learners relative to their unilingual counterparts (Lewis, 2000). Indeed, a group of neuroscientists are of the opinion that a “neural signature” exists in their architecture of the brains of bilinguals. Their conviction that this is what differentiates them from mololinguals. Findings by Wiese 2001, also document evidence that children’s familiarity with the meta-linguistic elements of language is significant in aiding them to learn additional languages.

 

 

Limitations/Gaps in the Study

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Implications for Future Research

Going by the aforementioned findings, both ethnographic and longitudinal research should be incorporated into these programs. Furthermore, the shared results should add value to knowledge and experience in the spheres of language acquisition and early childhood education. For instance, the US government has been on the forefront in supporting language immersion programs within its public learning institutions. Approximately, 98% of these programs run in Spain with a few Arabic and Mandarin immersion programs.

Overall Significance of the Literature

Monitoring and construction of a dual immersion program should be carefully decided on in enhancing language training and skill building. Both tutors and administrators should be thoroughly trained to facilitate appropriate strategy enforcement and instruction administration to young learners. The literature lends support to studies which stress on the need for parents to be active and knowledgeable parents in promoting the well-being of children (Thomas& Collicr,2002)

 

In addition, the literature broadly re-emphasizes on the need for collaboration between higher learning institutions and their affiliates in disseminating valuable information that influences positive educational outcomes. Given the universal understanding among educators and family circles about the need for quality learning standards, this literature continues to pave way for its global realization.

 

Conclusion

Every child is entitled to know that the globe exists beyond the scope of his or her imaginations. This knowledge would be helpful to them in their adult lives as they explore the cultural and linguistic dimensions of the entire world. Bilingualism is itself a gift, important to anyone with a rich education portfolio. The ability to converse in more than one language is a futuristic treasure, enabling children to respect and appreciate different cultures, express themselves freely and to develop self-esteem.

About the Author

 

 

 

 

write chapter 2 and 3 plus references