Bilingual Education A) Method of Research Proposal

While students in two-way immersion programs and other bilingual education programs may have the occasion to feel bored when they are not be instructed in their language, teachers can create an environment in which they are stimulated. The National Association for Bilingual Education (2004) notes that the involvement of parents, materials provided by the school, and the support that the program gets are all important factors in the success of bilingual classrooms. In addition, these factors greatly affect student engagement, as it is difficult to engage students without the resources to run an effective class.

3. Faculty have many concerns going into the bilingual classroom. The National Association for Bilingual Education (2004) notes that teachers in a bilingual classroom do not have an easy job. In fact, the association implies that achieving a functioning bilingual classroom may be difficult for teachers. Regardless, studies in 1991 through 2002 have shown that bilingual education works, in terms of student achievement. In 2000, researchers showed that bilingual children were able to achieve higher literacy scores on tests than their monolingual counterparts. In 2002, researchers also found that students perform better academically when they are in programs that foster the development of a native language (Thomas and Collier, 2002). Thus, with the difficulties it presents for staff, one can still see the importance of bilingual education.

4. In the bilingual classroom, support for student learners is one of the most important factors determining the success of that program.According to the National Association for Bilingual Education, some programs that are called bilingual actually are not bilingual. These programs allow students to use their native language in only limited capacities before making all switch to English. While these kinds of programs cannot be supported with research, other research shows that truly bilingual programs work. Thus, students must have the support of teachers, parents, and administrators who believe in true bilingual programs. Without these, the bilingual programs will suffer. Not only will they be under funded, but students may have a difficult time feeling as if they are in a program that supports them and helps them grow. Thus, they may be more apt to achieving at lower standards. When students have parents, teachers, materials, and support in bilingual education, they will do well.

References

"Directory of Two-Way Bilingual Immersion Programs in the U.S." (2009). Retrieved

June 30, 2009, from http://www.cal.org/twi/directory/

National Association for Bilingual Education (2004A). "What is Bilingual Education?"

Retrieved June 30, 2009, from http://www.nabe.org/education/index.html

National Association for Bilingual Education (2004). "Does Bilingual Education Work?"

Retrieved June 30, 2009, from http://www.nabe.org/education/effective.html

University of Michigan. (n.d.). "Bilingual Education." Retrieved June 30, 2009, from http://sitemaker.umich.edu/370blinged/different_types_of_bilingual_education.....