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Essay / Research Paper Abstract
A 4 page research paper that presents an argument in favor of bilingual education. Bibliography lists 5 sources.
Page Count:
4 pages (~225 words per page)
File: KL9_khbiedu.doc
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Unformatted sample text from the term paper:
students an education (Ravitch 268). This ruling indicates that simply providing ELLs with access to public schools is insufficient, but does not specify endorse instruction in the native tongue of
the students, as teaching "English to the students...who do not the language is one choice" (Ravitch 269). However, the Lau decision was widely interpreted as supporting bilingual education and the
perspective soon evolved that regarded bilingual education as a civil right (Ravitch 271). This position has met with strenuous opposition in the last several decades. However, examination of the debate
over bilingual education demonstrates the practicality of this pedagogical approach to teaching English Language Learners (ELLs). There are a variety of arguments and approaches pertaining to the best method for
teaching English Language Learners (Ells) to speak, understand, and read and write English. Proponents of bilingual education have long emphasized that utilization of the students primary language in classroom instruction
aids in acquiring skill and comprehension in second-language acquisition (Montano, et al 103). Research indicates that using the students primary language facilitates the process of acquiring a second language ("The
Bilingual Education Debate"). By using the students native language, the teacher can explain instructions, clarify points and ensure comprehension, as they transition ELLs over time toward classes conducted in English.
There is also evidence that bilingualism actually provides benefit to culturally diverse students. Sheng, McGregor and Marian conducted a study that tested the validity of the bilingual advantage hypothesis,
which holds that children who are bilingual are typically advanced in their "meta-linguistic awareness, that is, the ability to attend to and reflect upon the structural properties of language" (Sheng,
McGregor and Marian 572). This characteristic is associated with the early insight and experience of bilingual children that an object can be known by two different names in two different
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