The Bilingual Program Model for Schools in San Diego
The Bilingual Program Model for Schools in San Diego
Bilingual education program model entails the teaching of academic content/material in two languages. The two languages are normally a native and a secondary language. Usually, usage of the chosen languages varies in accordance with the selected bilingual program model. In the case of San Diego, it is among the top ten largest cities in theUS, and in California as the second largest city. It is location is the coastal region of the Pacific Ocean; Southern California. Its population has a majority of people speaking the native language as Spanish and the second language as English. This has gradually translated into many public schools having immersion programs, commonly Spanish and English Immersion though other languages are included.
The statistics of San Diego also show that, out of one hundred and eighty one schools, only eleven schools have adopted, ‘Transitional Bilingual Education, Dual Language Immersion or Developmental Bilingual Education.’ For purposes of this discussion, the chosen model of Dual Language Immersion model has its elaboration in the following text. This proposition allows English Learners to be put under structured English immersion program for the duration that does not normally exceed one year. The English Learners then transfers to main-stream classrooms where they teach overwhelmingly in the English language.This proposal also gives parents the chance to request alternative programs for their kids/children. It is notable that, the main challenge in the implementation process of this proposition is the availability of waivers and sometimes the information to parents about the same.
The rationale of these programs is to aid both native and non-native English speakers become bilingual. This is achievement is through a two-way bilingual immersion program, which has 90% instructions in grade K-1, executed in minority language (not so much supported by the wider humanity), and 10% instructions in the majority language. This proportion then gradually changes towards the majority language until the whole curriculum is balances equally between both chosen languages especially by 5th grade. The program bases its argument on the principle of clear and precise/discrete curriculum separation between the two chosen languages of instruction in the school. Parental involvement in the process hinges primarily on their acceptability, and financial/material support. The teachers should do the teaching; without repeating or translating the subject matter in second language at grade 5. Teachers will instead strengthen the concepts learnt in one language across the two chosen languages. This will provide cognitive challenge as a spiral curriculum (Thomas & Collier. 1997). Theme and content area are alternated by the languages of instruction, and in the long run, a dual proficiency language then moulds itself.
The support from all quarters of the learning fraternity which includes but not limited to teachers, staff, parents, pupils/students and the school administration will be enhanced through sensitization campaigns on the said importance of the model. Media and other avenues should play a key role in enhancing people familiarization with the proposed model in order to enhance a wholesome adoption. It is paramount to know that some of the relevant policies and legal requirements/mandates exist at both the state and federal level and needs to be considered in the implementation process of the model. These may include, a keen review on the federal constitution’s take and mention of languages, and the public official stands about languages rather than the chosen second language (English). This will immensely determine the model’s receipt-ability among its subjects. The model can be summarized graphically as shown below:
Time
In the simplified illustration above, English is the second language and Spanish is the native language. They are against an x-axis of time; which symbolizes a child’s educational stages over time. The desired state (achieved at grade five) is at the point where the yellow and blue lines meet before tracing a parallel stretch to the x-axis. The success of the model is realized at the point which the mastery strength of the two languages by the child is equal. The mode is, however, time consuming and requires periodical evaluation, and continuous monitoring. This, therefore, translates to the need for adequate long term funding and general patience before its goals are realized. The various stakeholders (including the government), are also required to cooperate at all times during the implementation process of the model above, if the model is to achieve the desired end results effectively and on time. It should also be taken into consideration that, the success of schools under the said model will woo other schools into its confident implementation.
References
McGrew, Clarence Alan, (1922).City of San Diego: the birth-place of California City. The American Historical Society. Retrieved on December 12 2012.
Parish et al., (2002). “Proposition 227 & Instruction of English Trainers – California: Evaluation Update”(U.S. Department of Education)
AbcCrawford, James (1999).Bilingual Education: History, Politics, Theory and Practice. Los Angeles, CA: BES.
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