“The term”bilingual” means able to function in two languages, not necessarily as well in reading and writing as in speaking and listening” (Diaz-Rico 314). Chapter 12 discusses the idea of schooling in two languages and the benefits of bilingualism. TESOL, Inc. has taken the position that bilingual education is the best approach to the education of minority-language students. Bilingual education in its most basic form, incorporates three characteristics: (1) continued development of the primary language, (2) acquisition of a second language, usually English, and (3) instruction in the content areas. A fourth characteristic that is a great addition is the promotion of self-esteem and pride in the primary culture. The chapter also discusses dual-literacy programs, which are also dual-oracy programs; the four language modes of speaking, listening, reading, and writing are promoted in two languages.
*There is a great website with wonderful references for a bilingual education:
“English learners have language rights, and one of those rights is not to speak English” (Diaz-Rico 331). Chapter 13 discusses the idea of the different contexts in which we teach English to be used for. An example of this is ESP, which is English for Special Purposes, such as English that is adapted specifically for science, technology, or business. Another kind of context, that is more familiar, would be dialect. This is the way of speaking that individuals have developed within the context of a special group of speakers. We must learn to accept and honor the home dialect of the student , while modeling and teaching standard English. It was interesting to read that women tend to use more hypercorrect form, such as “It is I”. The chapter looked at some controversial material when it comes to dialect. The student must be able to know when shift register in not only speaking, but writing as well.
“Culture involves not only observable behaviors but also intangibles such as beliefs and values, rhythms, rules, and roles” (Diaz-Rico 272). Chapter 10 discusses the language-culture connection that we will face in our teaching. Culture influences the teaching of English to speakers of other languages in six basic ways: (1) culturally derived learning styles and strategies, (2) deliver effective instruction by accommodating the students’ culturally derived learning strategies and styles, (3) the whole personality of the learner is engaged, (4) native and target culture provide rich content instruction, (5) crosscultural studies, and (6) using intercultural communication to teach English. “The culture that students bring from home is the foundation for their learning” (Diaz-Rico 275). Having a culturally compatible instruction will reduce the culture shock between home and school. Te great thing about teaching in a multicultural classroom is the opportunity to learn more about your culture and in turn teach about that culture, then learn about many other cultures that you have the pleasure to be introduced to by a student and their family.
@awright28
“Currently I teach my lessons in two languages to a small group of four students, and I have already noticed a huge change in their test scores. I am also currently taking another language to incorporate that as well. I have class time called language time, which students get to ask me questions in their language and then I respond in their language. Then I change ask them questions in English and they respond in English. This allow the students feel truly respected in the sense of sharing their language with me and the class”. This is such a neat idea to incorporate into the classroom routine. I love this idea, it does not take much time out of our already busy days, but still gives the students the chance to share their language and culture!
@tiffanywallmark
“Currently in San Bernardino City Unified, they offer Dual Immersion classes at different school sites. The goal is for all Dual Immersion students to be able to speak, read, and write in English and Spanish in all academic areas after continued attendance in the program for 5 years. All students have the opportunity to be language models in their primary language, which fosters a climate of cross-cultural respect”. I had not read much about these programs and did not realize they were being offered locally. This sounds like a great idea and I am interested to hear the outcomes of the program! Thank you for the information, I am going to follow along with its progress.
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