Policyin Bilingual Education
BilingualEducation Program has been questioned and reformulated in varioushistorical, political, economic and social settings (Trujillo, 158).As an action to support the former, the Board of Regents in 2014 madechanges to part 154 of the Commissioner`s Regulations in relation toBilingual Education (Menken,Kate & Cristian98). The main aim of bilingual program models is to enable ELLstudents to achieve educational goals set by the government for allstudents. Teachers who are trained and certified use designs andresources aimed at meeting the needs of ELL students.
TheEarly exit program model is directed towards helping the students toacquire English skills that are necessary for an English-onlymainstream school. In Late exit models, students continue to get morethan 40% of instructions in their home language throughout theprimary education. In a Two-way bilingual program setting, the numberof language minority students equals that of the language majoritystudents (García,Ofelia & Li Wei77). In cases where the home language is not part of the program,teachers who do not speak the students` home language make use ofsongs and videos to incorporate the children`s L1 language in theclassroom (Oakes,Jeannie, Martin, Lauren & Jamy 67).
Theprogram has motivated students as they feel that the education theyare getting is the same as that of their peers. Moreover, thestudents are prepared for the global job markets where proficiency inthe English language is a valuable asset. The program is faced withchallenges such as lack of tools to teach and suitable methods ofassessing the needs of ELL students. To the students, acquiring thesecond language is slow and arduous especially for those who comefrom families with low-income levels.
Inconclusion, several models have been developed to ensure thatBilingual Education Program is a success. Both the teachers and ELLstudents face challenges in the implementation of the same. However,the program has motivated students as they feel they are equallyconsidered as their peers in terms of education. Moreover, thestudents are able to work anywhere in the world since they cancommunicate in English language.
Trujillo,Armando L. Chicanoempowerment and bilingual education: Movimiento politics in CrystalCity, Texas.Routledge, 2014.
Menken,Kate, and Cristian Solorza. "No child left bilingual:Accountability and the elimination of bilingual education programs inNew York City schools." EducationalPolicy28.1 (2014).
Oakes,Jeannie, Martin Lipton, Lauren Anderson, and Jamy Stillman. Teachingto change the world.Routledge, 2015.
García,Ofelia, and Li Wei. "Translanguaging and Education."Translanguaging:Language, Bilingualism and Education.Palgrave Macmillan UK, 2014.