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Monolingual vs Bilingual Education

Which one is at a disadvantage?

Bilingual View

  • Bilingualism has positive effects on children's linguistic and educational development.
  • The level of development of children's mother tongue is a strong predictor of their second language development.
  • Mother tongue promotion in the school helps develop not only the mother tongue but also children's abilities in the majority school language.
  • Spending instructional time through a minority language in the school does not hurt children's academic development in the majority school lan¬guage.
  • Children's mother tongues are fragile and easily lost in the early years of school.
  • Negotiation of identity is a crucial factor in minority children's aca¬demic success

Social/Economic Issues

Baker (2006) states that the “minority language is often connected with problems of poverty, underachievement in school, minimal social and vocational mobility and with a lack of integration into the majority culture” (p. 385)

Kids need to be able to function in the United States, and they need to learn how to do it fast.

Baker (2006) says “mainstreaming and transitional bilingual education aim to develop competent English language skills in minority language children as quickly as possible so they are on par with English first language speakers in the mainstream classroom” (p.385)

Thanks for Listening...

MYTHS

TRUTH

  • Students languish in bilingual programs for years.
  • Bilingual education is a threat to the unity of this country.
  • Bilingual education does not help the acquisition in English.
  • Bilingual education segregates children.
  • 80% of bilingual students mainstream into a monolingual program within 3 years.
  • The goal of bilingual education is to build successful, productive, bilingual, and bicultural citizens.
  • The preeminence of the English language has never been threatened.
  • Research shows that students who have a strong foundation in their first language, can master English faster.
  • Students are learning in an integrated two-way or modified bilingual education program where they study side by side with their native English speaking peers.

Social Issues

Results

ELLs who learn monolingually might lose touch with their cultural identity.

  • bilingual students had significantly higher scores than monolingual students
  • students with high proficiency had significantly higher scores than students with low proficiency
  • there was a significant interaction effect between linguality and proficiency, where students with high proficiency and bilingualism had highest scores
  • there were no significant differences between gender as well as for interaction between linguality and gender

In conclusion...

Bilingual forms of education are the most effective for building on language learner's L1 knowledge, maintaining L1 resources and cultural identity, closing the gap between language learners and native speakers, and producing language learners with higher long-term academic outcomes than those educated monolingually

Theoretical Foundations of Bilingual Education

Jim Cummins (Ontario Institute for Studies in Education at the University of Toronto)

  • children's L1 must become well developed to ensure that their academic and linguistic performance in the second language or L2 is maximized.
  • DEVELOPMENTAL INTERDENDENCE THEORY suggests that growth in a second language is dependent upon a well-developed first language

  • THRESHOLD THEORY suggests that a child must attain a certain level of proficiency in both the native and second language in order for the beneficial aspects of bilingualism to accrue.

  • Stephen Krashen (School of Education at the University of Southern California)

language teaching must be designed so that language can be acquired easily, and this is done by using delivery methods and levels of language that can be understood by the student.

support for Mainstreaming/ Structured Immersion

  • in the 1980s and 1990s funding programs for bilingual education diminished
  • more ESL programs were provided
  • disregarded the consequences for minority children of being taught through the mainstream language

Thresholds Theory

“suggests that there are children who may derive detrimental consequences from their bilingualism” (Baker, 2006, p. 171)

  • Baker (2006) discusses one study that found that “as competency in two languages increased, so did deductive reasoning skills in mathematics. Limited competence in both languages appeared to result in negative cognitive outcomes” (p.173)

  • Weak forms of bilingual education may actually hurt or disrupt the level of cognitive and academic proficiency in ELLs

Monolingual View

Baker (2006) says, “fostering the minority language and ethnic differences might provoke conflict and disharmony” among students and in the learning environment (p. 385)

Methodology

View the minority language as “a handicap to be overcome by the school system” (Baker, 2006, p. 385)

Instruments

Monolingual and Bilingual English Learners in one Classroom: ‘Who is at a Disadvantage?’

a)Language proficiency test (NELSON, series 400 B)

b)Test of reading comprehension in English

c)Self-evaluation proficiency scale

d)A background questionnaire:

“Research shows it [bilingual education] is ineffective; There is a better option: immersion, People succeed without it; and Even if it works, it will only work when the writing systems are in the two languages” (Krashen, 1996, p. 57)

Seyed Hassan Talebi and Mojtaba Maghsuodi

University of Mysore, India

The study intends to investigate:

how monolingual and bilingual ESL learners perform on reading comprehension tests in mixed-mono/bilingual classrooms

In sum,

Mainstreaming and submersion is the better form of education because it produces English Language Learners who can function in society and school, have the same or higher academic outcomes, and it costs less than bilingual education programs

Methodology

What is Bilingual Education?

Any system of school education in which, at a given moment in time and for a varying amount of time, simultaneously or consecutively, instruction is planned and given in at least two languages

Hypotheses

The participants of the present study were male and female first year pre-university students (number=157) from private and government pre-university colleges (P.U.Cs) with Kannada as medium of instruction in the city of Mysore, India.

They were of 16 to 18 years of age. These colleges were randomly selected.

Group A (47 male and 30 female monolinguals)

Group B (53 male and 27 female bilinguals)

1.Bilingual and monolingual students differ significantly in reading comprehension scores.

2.There will be significant interaction between linguality and proficiency in reading comprehension scores.

3.Male and female students differ significantly in their reading comprehension scores.

4.There will be significant interaction between linguality and gender in reading comprehension scores.

Variables:

Theoretical Foundations

  • intensity
  • goal
  • status
  • social
  • historical
  • socio-structural
  • cultural
  • ideological
  • social psychological
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