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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)
ELLs who learn monolingually might lose touch with their cultural identity.
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
Jim Cummins (Ontario Institute for Studies in Education at the University of Toronto)
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.
Thresholds Theory
“suggests that there are children who may derive detrimental consequences from their bilingualism” (Baker, 2006, p. 171)
Baker (2006) says, “fostering the minority language and ethnic differences might provoke conflict and disharmony” among students and in the learning environment (p. 385)
View the minority language as “a handicap to be overcome by the school system” (Baker, 2006, p. 385)
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)
The study intends to investigate:
how monolingual and bilingual ESL learners perform on reading comprehension tests in mixed-mono/bilingual classrooms
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
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
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.