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LEARNING STYLES & BILINGUAL PROGRAMS

LEARNING STYLES & BILINGUAL PROGRAMS. INTRODUCTION. Table of Contents Statement of Problem Review of Literature Videos Statement of Hypothesis Methods References. Statement of the Problem

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LEARNING STYLES & BILINGUAL PROGRAMS

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  1. LEARNING STYLES & BILINGUAL PROGRAMS

  2. INTRODUCTION Table of Contents • Statement of Problem • Review of Literature • Videos • Statement of Hypothesis • Methods • References

  3. Statement of the Problem • Pedagogical success of the Dual-Language and Immersion bilingual programs is dependant upon how well the programs can be assimilated by the learner. • Assimilation occurs via a student’s learningstyle. How can D-L and Immersion be modified so that they appeal to all learners? • This inquiry is significant, since student success- and conversely, failure- is dependant upon linking the correct style to compatible learners. • Gender-specific considerations will also be taken into account.

  4. Review of Literature Bilingual Programs- pros: Language inextricably tied to identity and self worth. In a global economy, L2, (non-native language) is less of an advantage and more of a necessity. Multicultural programs should seek to establish better connection with parents. Bilingual programs not meant to last beyond three years even though acquisition of CALPS requires 6 years. High self-esteem & positive attitude for other cultures

  5. Review of Literature Bilingual Programs (Dual Language & Immersion)- CONS: • The first duty of schools is to teach non-English speaking children English as quickly as possible, not to maintain the 327 native languages in public schools; • Despite 30 years and billions in federal subsidies, bilingual materials do not abound; Bilingual education segregates children; • Parents prefer ESL, and resist bilingual instruction; • Knowledge of who one is and comes from, responsibility to self, family, community, cannot be taught at school- it is the job of parents; .

  6. Bilingual Programs- cons: • From 1952 to 1972 funding rose from $8.4 billion to $67.5 billion; educational employees tripled from 1,884,000 to 5,646,000. • “If money alone could buy excellence, the United States should have entered a golden age of public instruction instead of seeing declining standards in many schools.”

  7. Bilingual education or English instruction? • http://www.youtube.com/watch?v=VwqhL1Hsg7E&feature=related • Firefighter boss required to speak Spanish or get demoted! • http://www.youtube.com/watch?v=V_dMr5haTbM&feature=related • Oregon seeking official English legislation; 28 states agree pro official English. 85% of nations have an official government. language; 70% of Americans are pro making English official language of federal government . • http://www.youtube.com/watch?v=mBiZtU4FLEQ&feature=related • Case against bilingual education. • http://www.youtube.com/watch?v=83THWaW82XY&feature=related • Standardized tests in Spanish versus English! • http://www.youtube.com/watch?v=TAPyoHERyfQ&feature=related • Bilingualism and the brain • http://www.youtube.com/watch?v=7Ii0n4aewuE&feature=related • Lou dobbs

  8. Dual-Language Proponents: • Jim Cummins, University of Toronto: “Developmental interdependence Hypothesis”; “Threshold Hypothesis” • Rationale: Second language acquisition is dependant on mastery of native language skills: First set of skills in L1 easily transferred to L2.

  9. Dual-Language Opponents/Cons • Defies “time-on-task” principle: • The more time spent on a subject, the more that subject will be learned • Contrary to research demonstrating that language is best acquired early on in life: • If student learning in L1 most of day for several years, illogical to conclude that will be fluent in L2 when they are older

  10. Structured English Immersion Pros: Mainstream classroom Teachers specially trained in bilingual education or ESL training Visual aids highly recommended Group/paired work highly recommended Talking among classmates should not necessarily be seen as threat

  11. Structured English Immersion Cons • ELLs mostly taught in linguistic manner (Pro & Con) • Language that is highly methodic is ineffective • Culturally acceptable element missing from most instructional methods: kits, folders, books, technology • Many children who possess other intelligences labeled • Learning disabled • ADD (Attention Deficit Disorder) • Underachievers

  12. Strategies • Multi-media can accomplish what teacher cannot, (address all learning styles) • Learning style: the natural, habitual, preferred way(s) for an individual to learn • Linguistic & Logical intelligence Linguistic intelligence ("word smart") Logical-mathematical intelligence ("number/reasoning smart") Spatial intelligence ("picture smart") Bodily-Kinesthetic intelligence ("body smart") Musical intelligence ("music smart") Interpersonal intelligence ("people smart") Intrapersonal intelligence ("self smart") Naturalist intelligence ("nature smart") • Learning styles heavily influenced by culture • Several dominant learning styles present in a classroom, likely

  13. HR- Statement Modifying a bilingual program to the compatible learning styles of ten 3rd graders in P.S. X in Queens, NY, over a grading period, will measurably increase language proficiency in Reading & Writing.

  14. Methods • Participants • Students : ten 3rd graders, separate boys from girls for gender-specific learning styles • Parents: special collaborations – “funds of knowledge” • Instruments • Consent letters to administrators, (principal, assistant principal, parents) • Parental Participation Forms • Research Explanation Document for student

  15. Consent Form- legal guardian/parent Public School A Ozone Park, NY 11416 October 2010 Esteemed Parent: In an effort to assist your child in acquiring English proficiency, Your permission is requested to present a series of reading sessions tailored to your child’s specific learning style. These sessions will be conducted in your child’s classroom, under the supervision of the classroom teacher, and with permission of the principal. Since ___________________(student’s name) is a ________ (boy/girl), he/she will be placed with other boys/girls for English instruction three times a week, for three months. During the reading sessions, the students will be involved in hands-on activities related to the reading, as well as creating large visual crafts about the stories they read. Your child’s English skills is expected to increase markedly by the end of this intervention. Please indicate below if you consent to this tailored, intensive instruction. I, the legal guardian of _____________________, give my consent , x___________. I, the legal guardian of _______________, do not give my consent, _________x.

  16. Consent Form- principal Sara Garcia 0 Barefoot Drive Ozone Park, NY 11416 September 2010 Principal Soenso P.S. Alpha & Omega Omicron Hill, NY 11417 Esteemed Principal Soenso: As part of my thesis, I am required to conduct research: I am requesting to carry out small-group English intervention sessions among ELL third graders in your school in order to prove that their English skills will improve via customized and gender-specific instruction. I will need to take aside 10 students, and segregate them into gender; The groups will comprise not only of exclusive genders, but of children with similar learning styles. Then each group will be taught according to their two strongest learning styles. This is to be done thrice a week for three months. After the time period mentioned, students will be formally evaluated in their English skills. Let me know if you cooperate. Sincerely, SGarcia, MSED student Brooklyn College

  17. Bilingual Education CONS: Armstrong, Th., 2000; Jones, M., 2006; Porter, R. 1998; Duigan, P. (n.d.); Fillmore, L. (2000); Gallagher, J. 1998; Klein, A., 2008; Mays, L., 2008; Porter, R. 1998; Keng-Soon, S. & Yeok-Hwa, N., 1998; Milian, M. & Pearson, V., 2005; Lombardi, J., 2008;Cofresi, N., & Gorman, A., 2004; Fillmore, L., 2000; Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I., 2008; Gallagher, J., 1998. PROS: Hadi-Tabassum, 1999; Christian, D., 1996; Genesee, F., 2000; Cummins, J., (n.d.); Krashen, S., 2003; Sherwood, E., 2007; “Linguistic Diversity and Classroom Management”, 2003; Cummins, J., 2000.

  18. REFERENCES Adams, M., Jones, K., M. (2006). Unmasking the Myths of Structured English Immersion: Why We Still Need Bilingual Educators, Native Language Instruction, and Incorporation of Home Culture. Radical Teacher, 75, 16-21. Armstrong, Th. ((2000). Multiple Intelligences. Retrieved from: www.ThomasArmstrong.com. Chamot, A., & El-Dinary, P. (1999). Children’s learning strategies in language immersion classrooms. The Modern Language Journal, 83(3), 319-38. Retrieved April 20, 2010, from Education Full Text database. Christian, D. (1996). Two-Way Immersion Education: Students Learning Through Two Languages. The Modern Language Journal, 80, 66-76. Cofresi, N., & Gorman, A. (2004). Testing and Assessment Issues With Spanish-English Bilingual Latinos. Journal of Counseling and Development, 82(1), 99-106. Retrieved from Education Full Text database. Cummins, J. (2000). Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved from Education Full Text database.

  19. Duigan, P. (n.d.). Bilingual Education; A Critique. Retrieved from: http://www.hoover.org/publications/he/2896386.html?show=essay. Gallo, Y., Garcia, M., Pinuelas, L., Youngs, I. (2008). Crisis in the Southwest. Retrieved from Education Full Text database. Escamilla, K. (2006). Semilingualism Applied to the Literacy Behaviors of Spanish-Speaking Emerging Bilinguals: Bi-illiteracy or Emerging Biliteracy?. Teachers College Record, 108(11), 2329-53. Retrieved April 20, 2010, from Education Full Text database. Fillmore, L. (2000). Loss of family languages: should educators be concerned?. Theory into Practice, 39(4), 203-10. Retrieved from Education Full Text database. Gallagher, J. (1998). Multiculturalism at a crossroads. The Education Digest, 63(8), 23-8. Retrieved from Education Full Text database. Genesee, F., Cloud. N. (1998). Multilingualism is basic. Educational Leadership. Retrieved from Education Full Text database. Hadi-Tabassum, S. (1999). Assessing Students’ Attitudes & Achievements in a Multicultural & Multilingual Science Classroom. Multicultural Education, no7 (2), 15-20. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html

  20. Keng-Soon, S, Yeok-Hwa, N. (1998). Effective English as a Second Language Instruction With Interactive Multimedia: The MCALL Project. Journal of Educational Multimedia and Hypermedia, no7(1), 71-89. Krashen, S. (2003). Why Bilingual Education? Retrieved from http://ericae.net/ericdb/ED403101.htm “Linguistic Diversity and Classroom Management”, (2003). Theory into Practice no4. Lonbardi, J. (2008). Beyond Learning Styles: Brain-Based Research and English Language Learners. The Clearing House, no81(5), 219-22.

  21. McGlinn, J., & Parrish, A. (2002). Accelerating ESL Students' Reading Progress With Accelerated Reader. Reading Horizons, 42(3), 175-89. Retrieved April 20, 2010, from Education Full Text database. Milian, M., Pearson, V. (2005). Students with Visual Impairments in a Dual- language Program: A Case Study. Journal of Visual Impairment & Blindness, no99 (11), 715-20. Retrieved from Education Full Text database. Porter, Pedalino, R. (1998). Twisted Tongues: The Failure of Bilingual Education. READ Institute. Retrieved from http://www.gwu.edu/~ccps/pop_billing.html. Part IV: Glossary. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/edlite-glossary.html Serna, C. (2009). Autores Bilingües/Bilingual Authors: Writing within Dual Cultural and Linguistic Repertoires. Education (Chula Vista, Calif.), 130(1), 78-95. Retrieved April 20, 2010, from Education Full Text database. Sherwood, E., 2007; Education in a Multicultural Society; Retrieved from: http://www.educationupdate.com/archives/2007/NOV/html/spot-profoefelia.html

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