Bilingual Education in Arizona (Essay Sample)

Name University Course Tutor Date Bilingual Education in Arizona: Pros and Cons School-age children who speak different languages represent the fastest growing student population in the U.S. Statistics indicate that the number of children who speak languages different from English doubled between 1980 and 2009; and currently they constitute 21 percent of all school aged children in the U.S. between 2009 and 2010, there were w4.7 million students who were classified as English language learners, who have not become proficient in English (Armario para. 2). English learners are the most disadvantaged students among the minority, and it is difficult to get teachers who are qualified to educate them. Moreover, the programs used to instruct these students are never consistent. The U.S is divided when it comes to the issue of the best way to educate English language learners (Armari para. 4). There are heated debates on the most effective bilingual programs with some experts favoring the English only approach. Students who are English language learners are likely to be placed in poor schools that are overcrowded, and in most cases these students represent an additional burden to school distracts that are already experiencing financial shortages (Armario para. 6). The question that this paper will seek to answer is “What are the pros and cons of bilingual education in Arizona”. Background In Arizona English language learners represents 1 in every 10 students enrolled in public schools with an approximated population of 150, 000 students. Most of English language learners in Arizona are Latinos, and they speak Spanish. Different policies have come up over the years to try and inform how English language learners should be taught (Martinez-Wenzl, Pérez and Gandara 4). In 1992, Miriam Flores filed a suit against the state of Arizona on the grounds that the state failed to provide English language learners with effective instruction as stipulated in the Equal Opportunity Act. The case made the state of Arizona to change the law that regulated the process of identifying, assessing, and servicing of English language learners (Martinez-Wenzl, Pérez and Gandara 4). The Supreme Court ordered the Department of Education in Arizona to implement rules to regulate teaching of English; provide extra instruction to English language learners; and these activities should be monitored by the Arizona Department of Education (Martinez-Wenzl, Pérez and Gandara 4). Before the passage of proposition 203 in 2000 that changed the instructing of English language learners, school district in Arizona had the freedom of developing an independent program of teaching English proficiency (Martinez-Wenzl, Pérez and Gandara 5). However, through proposition 203, the state of Arizona instructed all the public schools to conduct their teaching in English, and English language learners were to be placed in a one year English immersion program that would assist them to learn English as first as possible (Martinez-Wenzl, Pérez and Gandara 5). Proposition 203 also allow students to be placed in bilingual learning programs under special circumstances. Experts have noticed that Arizona’s English-only law is the most rigid of all the three states that have implemented similar laws (Martinez-Wenzl, Pérez and Gandara 5). The district court required the state of Arizona to present evidence that is was implementing credible program of instructing English language learners. In response, the state passed resolution 2064, which stipulate the specific ways that English language learners were going to be instructed (Martinez-Wenzl, Pérez and Gandara 7). The bill also established the English Language Learner Task Force that was charged with creating a method of instructing English language learners based on scientific research. Legislators in Arizona also stipulated that the program would include at least four hours of language development everyday. The English Language Learner Task Force in collaboration with Kevin Clark, an expert in the education of English language learners came up with structured English immersion that is used to instruct English language learners in Arizona (Martinez-Wenzl, Pérez and Gandara 8). Structured English immersion program highly discourage the use native languages and stipulates that English language learners should only study any other languages after they have mastered English. Proponents of structured English immersion have supported it on the grounds that it assist students in acquiring English language skills that are critical for excelling in academics, and opening opportunities for students beyond high school (Moran 12). However, opponents of the structured English immersion program adopted in Arizona have argued that it lacks sensitivity to grade level difference and age. Moreover, some opponents have argued that the program does not address issues like funding, availability of text and reading materials, teacher qualification, and procedure for creating a coherent program, which are important factors in determining the success of any English language learner program (Fandiño-Parra, José, Bermúdez-Jiménez, and Lugo-Vásquez 365). The Pros and Cons of Bilingual Education in Arizona Bilingual education program refers to an education program where teaching is conducted in two different languages. The current English language learner program in the state of Arizona discourages the use of any other language to instruct English language learners unless under certain special conditions. Under the program English language learners are only permitted to learn another language after they have mastered English (Haas 1). However, bilingual education programs have certain benefits to students. Proponents of bilingual education programs have argued that these programs are the most effective in teaching students who are not that proficient in English. In regard to this, proponents have added that immersing students in foreign languages is very effective because teaching other curriculum content in English can help in improving the students command in English, while at the same time increasing their knowledge of other academic fields (Haas 1). Proponents of bilingual education programs have also argued that it assists English language learners to preserve their native language. This is especially crucial to minority students who are interested in protecting their culture and heritage (Haas 2). In bilingual classrooms, both native languages and English are used on a daily basis, which means that students will understand them equally. Another advantage of bilingual education program is that studies have shown that learning a second language at a very young age is beneficial to students. Studies have proven that children who are taught foreign languages at an early age find it easy to master the grammar, vocabulary, and diction of both languages. Moreover, studies have shown that these children can easily master other languages later in life (Haas 2). One of the reasons that have been given by opponents of bilingual education is that bilingual education programs are very costly. According to opponents, it costs much more to instruct English language learners in bilingual classes than it does in dominant-language only classes. Proponents of bilingual education programs have admitted that school districts may incur additional costs when teaching English language learners in bilingual classes, but bilingual classes are the most effective way of instructing English language learners (Snowman, McCown and Biehler 559). An alternative to bilingual education programs is immersion like the one currently used in Arizona, but studies have shown that these approach is ineffective. When English language learners do not understand the language they are being instructed in, they grasp any content. Moreover, English language learners do not only attend school to learn English alone, but also other subjects like history, math and science (Farruggio 296). Opponents of bilingual education programs have argued that bilingual education in the U.S is often linked to immigrants, the terms “bilingual student” may be taken to mean uneducated or poor, which may stigmatize English language learners. Opponents have also argued that bilingual education programs instead of assisting foreign students to integrate into the American society, they may actually do the opposite by keeping immigrants children linguistically isolated (Snowman, McCown and Biehler 559). Opponents of bilingual education have also opposed it on the grounds that it takes away the sense of national identity. The U.S has earned the reputation as the “melting pot” of culture where people are treated equally regardless of their cultural background, and all cultures are assimilated in to the basic American culture. Immigrants in America have also been forced to learn English and American ways of doing things as they contribute their own culture. According to opponents, when immigrants continue to hold on to their native language and culture, it is impossible for them to be assimilated into the American culture (Farruggio 298). Studies demonstrate that English language learners who are initially taught to read in their native language, or those who are simultaneously taught to read in their native languages and English show higher levels of achievement in reading in English as opposed to learners who are never taught to read in their native languages (Guo and Koretz 131). This means that bilingual education program that give English language learners a chance to be taught in both their native language and English are more effective than the structured immersion program currently being used in Arizona. Studies that were conducted to examine the achievements of structured immersion program in Arizona in 2007 found that 64 percent of students in the fourth grade...