Are Bilingual classrooms beneficial for ESL students in Arizona?

Abstract

Providing quality education to English as second language students (ESL) is equally important as failing to do so can adversely affect the development of the country and international competition. Underprivileged education of ESL students may have a disadvantageous result on future immigrants. This research paper looks into both English inclusive education systems and bilingual education systems for ESL students in the state of Arizona. The purpose is to identify which education system is the most beneficial.

Table of Contents

Abstractii

Introduction1

History of ESL1

General differentiation between ESL and English inclusion classrooms2

Current education system in Arizona2

Flores V Arizona3

Proposition 2033

Purpose Statement3

Rationale of study4

Scope of study4

Literature Review4

Bilingualism6

English Immersion classrooms8

Conclusion9

References10

Are Bilingual classrooms beneficial for ESL students in Arizona?

Introduction

Before the advent of the European colonists approximately, 150 languages were already spoken. The colonists brought their own language to the US including Spanish, English, French, Dutch and German. In the early 1800's these European colonists established many schools in various states. These schools taught either bilingually or in their native languages. By the end of the 1800's the government had taken control over the schools and many native students were sent to boarding schools where they were taught strictly in English and students were punished for using their native language in the classrooms.

History of ESL

ESL education was first implemented by the British Empire during the early 15th century, the need for ESL education.

British Rulers started trading across the world and language was becoming an obstacle in trading with foreign traders. The absence of a proper education system was identified, though it took a few years to put such a system into practice. During the 17th century much priority was given to Latin and Greek; languages that were considered essential for scholars.

It wasn't until the 19th century that English language teachers commenced teaching how to translate English language into a secondary language. Precisely by the year 1940 English language teachers started stressing the need of proficiently speaking English as well as reading and writing. This methodology was termed as audio-lingual method. This method rapidly lost its momentum and various other methods were implemented in its place that focused on teaching English as a second language (Celine, 2012).

General differentiation between ESL and English inclusion classrooms

ESL students require additional support and resources in order to adjust to various complications that may arise in learning a new language. In compliance with the 2002 national mandate, helping ESL students become fluent in the English language is necessary in order to meet national standards (Chen, 2009).

In a bilingual education system the instructor teaches in English but with much consideration to the student's native language, usually in a bilingual class the mode of education is based on English and the native language as well. The underlying aim is ensuring that the student learns English without completely abandoning their native language. The students of a bilingual class speak the same mother tongue; the teacher also speaks the language to ensure the students have no difficulty comprehending (Celine, ...