Human beings exist by grasping the knowledge about the environments
Human beings exist by grasping the knowledge about the environments in which they live. Babies explore the world through guidance approaches and observation of older people. In the same manner, all human beings adapt to their environment; learners also adapt to their school environment. Through an understanding of the local language, all the learners can develop an exemplary connection between themselves and their environment. In English speaking schools, learning of all units is done in English-only programs whereby all the school activities are based on this universal language. Similarly, in schools that use English as their second language, the more significant percentage of the programs run in the first language. When students move from these schools to English-only schools, they experience substantial language barriers that limit their existence in their new schools. For instance, a student could be bright and highly knowledgeable, but the language barrier limits their participation in school activities. Expression of ideas becomes tough for these students and teachers to have to develop programs to help these students. Due to this problem, there a need for a standardized curriculum that ensures that English Language Learners are not affected by the problem (Dinan, Baxter, & Carbone, 2017). Different methods are presented in the form of models that teachers have used over the years to teach these ELL students. ELL pull-out programs, Bilingual school programs, Structured English Immersion, and Dual models are the commonly used models to promote g this program. Dual-language models ensure content delivery in two languages, and for this reason, this model is the best of the ELL models. This paper provides an in-depth discussion of dual language programs, English-only programs, and bilingual programs.
ELL pull-out programs have numerous benefits for English learners. First, they provide learners with an environment free from distractions. By working outside the classroom with the ELL students, the learners can escape distractions coming as a result of mainstream classroom activities. The ELL pull-out programs allow the learners to escape the monotony of the class-based programs. Secondly, ELL pull-out programs give both the teachers and the learners a chance to control the curriculum. While in mainstream classrooms, learners and teachers are required to abide by the strict curriculum requirements.
A teacher can design the kind of lesson to teach. Contrary to the classroom activities, the teachers have the most significant say here. By making their desired programs, teachers identify the needs of their learners, and in the end, all the learners feel the importance of participating in this program. This reason has been attributed to the program’s role in reducing drop-outs in ELL classrooms. ELL pull-out programs also present a safe zone for their students and teachers (Gunderson, D’Silva, & Odo, 2019). For instance, students in an ELL pull-out program can develop a good relationship with society through this program. A teacher can create a different environment, positive when compared to the class environment. In this scenario, the teacher creates an environment of appreciation, self-acceptance, and by creating this kind of environment, all the learners are guaranteed their safety and freedom.
While this model presents numerous pros, there are a few cons associated with it. First, this program limits the participation of other school organs in the development of ELL learners. While this method focuses on creating a better environment for the learners, it excludes the impact of leaving the mainstream classroom (Izquierdo, DeMatthews, Balderas, & Gregory, 2019). By participating in pull-out programs, learners are denied the opportunity to run through government programs. Secondly, this program focuses on the comfort of the students rather than the actual content delivery. In the pull-out programs, the learners do not receive enough guidance as compared to the mainstream class activities.
Structured English Immersion is a teaching technique that was coined by Baker Keith in 1983. This method is implemented through different techniques, whereby, in the US, Arizona is the only state permitting its implementation. However, public schools are required to implement the method in the following ways; dedicating a significant amount of school activities to teaching the English language. In this way, the students are directed according to their English proficiency level. Secondly, the schools are required to set the English language as the only instruction language. This implies that other languages serve the role of relaying academic content and the subordination role (Dinan et al. 2017). Thirdly, all the leaners and teachers must be able to speak, write, and read the English language. Teachers are required to use instructions that treat the English language as a foreign language. Finally, the graduates in these programs are to be given support upon graduation to help them attain the status of “fluent English proficient.”
SEI technique contains numerous benefits, and it has been deemed the best method to use in learning a foreign language. Immersion programs are highly beneficial to younger children because, through the full immersion daycare programs, these children can learn a foreign language. Through immersion programs, learners understand the relationships between the written words and the spoken language. By learning these techniques, learners develop highly fluent English speakers. While other methods focus on improving a leaner’s English, this technique helps create a strong understanding of the native language (Gunderson et al. 2019). Children in SEI programs are exposed to a different culture, and this exposure develops them not only academically but also socially, a critical attribute in child development. Through interactions with learners from other languages, children can borrow from these classmates and, in the end, develop a good personality.
However, despite the numerous benefits associated with this technique, SEI is also associated with several set-backs limiting its use. First, this method promotes cultural dilution of indigenous cultures. Through interaction with learners from different backgrounds, a student can lose their sense of belonging. Learners, in most scenarios, are young children who can easily be swayed away by influence (Izquierdo et al. 2019). This method proves, does not promote English as a language, a condition that threatens the existence of English the first language for most students in the US.
Bilingual schools provide their learners with two languages that are administered simultaneously. In this model, one language is scheduled for some activities in a day while the other covers the remaining part of the day. This method provides numerous pros, whereby it enables children to learn a second language efficiently. Through bilingual schools, children get exposure to a second language, and this helps them comprehend the language, faster as compared to adults (Gunderson et al. 2019). The process of teaching the first language is just the same as that of teaching the second language, which makes it easier for any learner to understand a second language.
Bilingual schools create an opportunity for children to develop early diversity. Through this exposure, children learn cultural issues, religion, immigration, and ideas on same-gender programs. Through this technique, children get to interact with their peers, making them free to discuss all these issues with their peers. Through these discussions, the learners develop a sense of diversity, which plays a crucial role in child development. Through bilingual schools, children learn to embrace diversity rather than hating and fleeing from it. Apart from diversity, bilingual schools, offer the learners an opportunity with a future. By understanding more than one language, learners have a strong networking capacity as compared to learners who understand one language. Learning is made more accessible through an understanding of several languages. By learning the different traditions of these languages, a learner develops creativity that pushes him/her towards achieving academic success. Memory is an essential factor in learning, and through bilingual schools, children are exposed to an opportunity to improve their memory. By learning new concepts and remembering them during tests, learners develop their memory of things, which is crucial both in education and in life. Finally, this method can quickly be improvised to adapt to after-school programs. The model is highly flexible and gives room for implementation during the off-school programs.
Even with these numerous pros, this model has several limiting factors that make its use difficult. First, bilingual education’s purpose in offering a second language is sometimes inconsistent. In some districts, bilingual education ends at the High school level while in other districts, bilingual education optional. Due to this inconsistency, the learners lose their grasp of the second language, making their initial efforts fruitless. However, to make this technique a success, it is critical to developing a consistent system. Secondly, learning specific content is difficult for children. For instance, in districts that offer two languages in a day, children may be limited in one. If a student experiences difficulties in both languages, their overall performance drops due to demoralization from the system. This method is highly expensive and requires adequate funding to make it a success. While most schools continue to struggle with the available curriculum requirements, the addition of this model could prove difficult because of the expenses it carries (Gunderson et al. 2019). Because of its focus on two distinct cultures, this technique prevents learners from getting involved in their local cultures. Through interaction with different children, a learner losses their taste in their indigenous culture. While the purpose of children in school is to grasp different skills, bilingual education shifts this purpose to understanding different languages. For this reason, most learners in bilingual education struggle in their academic life. This method brings stigma because people associate it with the immigration crisis. Finally, the implementation of this method is difficult due to the unavailability of sufficiently trained teachers.
Dual language programs are an education form whereby the learners are taught in two different languages. Instead of using exclusive English, this system ensures that the learners use a minority language to understand their class content. In the US, dual language programs feature languages like; English and Spanish, Chinese, French, Arabic, Hawaiian, Korean or Japanese. These programs usually begin at kindergarten levels, where children develop basics for both languages. These programs have considerable benefits to the leaners. First, this method ensures increased problem-solving skills and cognitive ability. Mental juggles brought about by the use of two languages to understand a concept have huge impacts on a child’s problem-solving skills. The cognitive aspect of the method leads to an increased memory, which is crucial to a child’s development. Enhanced communication results from this program because a leaners can define the different aspects in more than one language. Cultural awareness and diversity are embraced through this program. Dual Language program enables learners to develop self-identity and perception. This technique teaches a new language while still preserving the indigenous language. This ensures that a learner does not lose interest in their first language. Through the preservation of their original cultures, leaners understand the need for self-identity.
Just like the other programs, dual language program presents a wide range of cons. By focusing on content delivery in two languages, this program dilutes the quality of the content delivered to the learners. Secondly, this method is expensive to embrace due to its need for highly trained teachers. Teachers in this program must understand the two languages, and in addition to that, they must possess more extensive knowledge on the topics that they teach. This reason explains why dual language programs experience difficulties while getting teachers.
Teachers play a crucial role in offering quality education to ELL students. The teaching techniques used must ensure that the language needs of the learners are met. First, teachers must be adequately prepared to offer quality education to ELL students. Through efficient training, teachers can acquire much-needed skills in educating the learners. Teachers must choose a model that they are acquainted with. For instance, a teacher with fluency in two languages should consider teaching in a dual-language school where learners use two languages for the same content. Teachers must also ensure that teacher-examination programs are in line with the states’ curriculum. Through this standardization of curriculum, learners can access quality education, guaranteed by the federal government. Teachers must also provide the needed support to their learners to ensure that quality is acquired.
Communities and societies have a crucial role to play in ELL education programs. First, a community must acknowledge the presence of ELL programs in the school districts. Acknowledgment of these programs involves allowing their children to take part in ELL programs. A community must embrace these programs without bias. In most societies, ELL programs are discriminated against and associated with immigration; for this reason, communities must learn to embrace these ELL programs (Dinan et al. 2017). Rather than seeing ELL programs like support for immigration into the US, societies should embrace these programs as a way to achieve diversity. By embracing ELL programs, societies support their children’s dream of achieving diversity.
The federal government is the key stakeholder in the ELL programs. The cost of implementing these programs is relatively high; hence federal government must offer their support through funding. The federal government must also conduct education reviews to establish areas that require ELL programs. Through these reviews, the government may recommend which teaching model is to be used. Through a formula grant mechanism, the federal government donates funds to the schools. Again, the federal government evaluates the efficiency and accountability of the programs, which helps in establishing better programs.
In most English speaking countries, ELL programs are offered in some schools. Canada, just like the US, follows a similar program in ensuring the success of ELL programs. IN this country, Cognitive Academic Language Proficiency and Basic Interpersonal Communication skills are adopted. Most members of ELL programs are newcomers to the country, with immigrants, international workers, and embassy personnel enrolling their children in the programs. Just like in Canada, most developed nations have adopted ELL programs to support the needs of international students who have to learn in English dominant countries. In the Netherlands, dual-language schools ensure. Dutch speaking students can learn through both Dutch and English. In China, ELL programs are offered in individual schools where the Chinese language is combined with either English, French, Spanish, Germany, or Arabic. This is the case for other countries like Israel, Spain, Italy, and Germany.