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Benfits Of Bilingualism Essay

1302 words - 6 pages

Los beneficios de educación bilingüe
Sami Harris
University of Illinois

Hay una niña guatemalteca. Acaba de llegar a los estados unidos y está en el quinto grado. Ella es muy lista—cuando está aprendiendo en el español, pero aquí en los estados unidos no hay muchos programas de educación bilingüe excepto de en lugares con mucho gente que no habla inglés. A su escuela ahora está en un tipo de programa bilingüe. La maestra ensena a los estudiantes en inglés y si tiene problemas de comprensión, explica más en español. Esto programa termina al quinto grado y ella acaba de llegar. ¿Cómo es posible aprender inglés solo en un año?
Hay muchos casos como esto en los estados unidos. Por esta ...view middle of the document...

Bethlehem encuestó a los padres de sus estudiantes de habla española. Las formas salieron en dos idiomas, ya que muchos de los padres no hablan inglés. Los resultados fueron notablemente positivos. Ochenta y uno por ciento de los encuestados dijeron que sus hijos habían progresado bien en la escuela en el ajuste de inmersión en inglés. Sólo el siete por ciento dijo que no avanzar. Otro ochenta y dos por ciento calificó el nuevo programa de buena o muy buena, el doce por ciento calificó como adecuado o satisfactoria, y sólo el uno por ciento consideró pobre (Miller 1996).
Estos resultados demuestran que con un poco de reforma, la educación bilingüe se puede mejorar. Si hay más personas como Sr. Doluisio entonces muchos programas bilingües pueden ser mejorar. Entonces estudiantes que no hablan inglés como la niña guatemalteca pueden ser buenos estudiantes. También demuestra que esto tipo de programa tiene éxito con estudiantes del idioma inglés (ELL).
Aquellas personas se oponen a las leyes de educación bilingües dicen que no son lo suficientemente específicos al determinar quién es elegible para el programa.
El estudio de evaluación examinó treinta y ocho proyectos de quinto año y cuarto año de estudiantes hispanoamericanos. Se encontró que menos del treinta por ciento de los niños participantes fueron realmente limitado en su capacidad de habla inglés y que aproximadamente el ochenta y seis por ciento de los proyectos tienden a mantener a los niños en los programas de educación bilingüe mucho tiempo después de que fueron capaces de entrar en aulas regular de inglés (Miguel 1984).
En su artículo, Miguel menciona Noel Epstein. Epstein está en oposición de leyes de educación bilingüe por estas razones. En el artículo de Miguel, Epstein dijo que no hay pruebas suficientes sobre si los programas están funcionando (Miguel 1984). También dijo que el gobierno tenía que decidir si se va a ayudar a los niños con mayor necesidad o dar fondos para ayudar a los programas donde los estudiantes ya estaban competentes en inglés (Miguel 1984).
Mientras que estos son buenos puntos para hacer, también tienen soluciones simples que podrían haberse implementado. Es fácil que decidir si un estudiante habla inglés o no. Se podría dar al niño una prueba corta para determinar su capacidad para leer y escribir en inglés. También se puede pedir al niño si creen que están listos para pasar a la siguiente clase. Es posible que los niños digan que no están preparados simplemente porque quieren más fácil de curso. El profesor tendrá una buena idea de cómo el estudiante está haciendo en el programa bilingüe. Si el profesor piensa que debe ser capaz de tener éxito en un salón de clases normal, entonces se pueden mover. Si el maestro estaba equivocado y que el estudiante empieza a ir mal, entonces se pueden mover hacia atrás. Estas son soluciones a corto plazo que podrían haber sido...

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