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Has achieved oracy and literacy in two languages.
As an educator, teaching different types of bilingual students will open my eyes to different learning styles. It will allow me to be a part of the bilingual students successes while working with two languages. I agree that there are different types of bilingual students because there are many different languages and knowledge backgrounds. Each individual bilingual student will require a different teaching style based on their strengths and weaknesses as a language student.
-Allison Haney
Diaz-Rico, L. (2013). Dual Language Proficiency. In Strategies for teaching english learners (3rd ed., p.309). Upper Saddle River, New Jersey: Pearson Education.
Being a bilingual student myself, I can relate to this concept. Having moved to Texas and learning a complete different language wasn't easy. My teacher who taught me and had the patience with me were definitely a big help. This affects me immensely because I want to be able to help students the same way teachers did with me. However, there will always be bilingual students, in turn I will always agree with the concept.
-Luisa Castro
As an educator, having bilingual students is always a good thing. This gives your school a chance to grow and learn more. It would affect me by me trying to have a way to communicate with an ESL child. I would have a hard time due to the fact I only speak English. I do agree that there are different types of bilingual students.
-Krystal Davis
As a teacher, I think that being able to teach bilingual students is very important. It affects my teaching very much. Since I do not know any other language but English, I have to be willing to look up the languages that the students are speaking in order to communicate with them as well as teach them. I agree with the concept of the differences of bilingual students. Every students learns differently and it depends heavily on when they were introduced to the second language.
-Allison Curry
As a teacher I think that having a primary spanish speaking students would affect me hugely because I can not speak any other language besides English. So by having he or she in my classroom would not be best for the student because I would not be able to translate the questions he's asking me, so I'll end up sending him to the ESL teacher instead of getting the one-on-one time with me. I disagree with the concept because I believe all students deserve to have one-on-one time with their teacher and be able to stay in the same classroom with all their classmates, instead of leaving the classroom for the large part of the day and missing of on the days lesson.
-Zach Barnes
As a teacher, this would affect me greatly. I grew up in an environment that was primarily English; I didn't even take spanish in high school. So having a bilingual student will definitely be a challenge; therefore, it will help me adjust my teaching style to better help these students. I agree that there are a variety of types of bilingual students, that will require different teaching methods.
-Sabrina Hart
Is fluent and can perform well academically in one language; has had limited exposure to English, including limited cultural knowledge.
Diaz-Rico, L. (2013). Dual Language Proficiency. In Strategies for teaching english learners (3rd ed., p.309). Upper Saddle River, New Jersey: Pearson Education.
Refers to the situation where a person learns the second language to the detriment of the first language, especially if the first language is a minority language. In this case, mastery of the first language decreases, while mastery of the other language (usually the dominant language) increases. These expressions and their associated concepts were created by Wallace Lambert, the Canadian researcher who has been given the title of “the father of bilingualism research”.
Is fluent in, but cannot perform well orally or academically in the primary language; has had limited exposure to English, including limited cultural knowledge.
Bilingualism - Types of Bilingualism. (n.d.). Retrieved October 20, 2015, from http://developpement-langagier.fpfcb.bc.ca/en/bilingualism-types-bilingualism
Diaz-Rico, L. (2013). Dual Language Proficiency. In Strategies for teaching english learners (3rd ed., p.309). Upper Saddle River, New Jersey: Pearson Education.
Refers to bilingualism when the second languages is learned after the age of 6 or 7; especially when it is learned in adolescence or adulthood. Late bilingualism is a consecutive bilingualism which occurs after these acquisitions of the first languages. This is what also distinguishes it from early bilingualism. With the first language already acquired, the late bilingualism uses their experiences to learn the second language.
The individual leans the languages separately, in the separate environments and maintains this separation after mastering both. Example- a student who speaks one language at home acquired via his parents and the home environment and then learns a second language at school. The languages remain separate in his mind.
The individual learns the languages in the same environment and context and they are often used concurrently or even interchangeably. Example of this would be when a child is raised by bilingual parents and both languages are used in the home.
There are two types:
Bilingualism - Types of Bilingualism. (n.d.). Retrieved October 20, 2015, from http://developpement-langagier.fpfcb.bc.ca/en/bilingualism-types-bilingualism
Being Bilingual: The Types of Bilingualism. (2010, February 10). Retrieved October 21, 2015.
Bilingualism - Types of Bilingualism. (n.d.). Retrieved October 20, 2015, from http://developpement-langagier.fpfcb.bc.ca/en/bilingualism-types-bilingualism
Refers to the situation where a person has acquired the two languages in a balanced manner. It is a strong bilingualism.
Is fluent in the primary language; may be fluent in English, including cultural knowledge, but academic skills in both languages are not yet established.
Bilingualism - Types of Bilingualism. (n.d.). Retrieved October 20, 2015, from http://developpement-langagier.fpfcb.bc.ca/en/bilingualism-types-bilingualism
Diaz-Rico, L. (2013). Dual Language Proficiency. In Strategies for teaching english learners (3rd ed., p.309). Upper Saddle River, New Jersey: Pearson Education.