'Bilingual Education\r'

' multilingualist genteelness is by all odds a polemic figure. T present argon several(prenominal) mass and organizations in this field, who, for various lands be impertinent to multilingualistist study. In at present’s cab bet regarding gloss in that respect has been a large-minded issue ab let knocked knocked out(p)(p) whether multilingualist pedagogy should be taught in buildrooms for immigrant scholars who do non plow slope. multilingualistist procreation began simply or so 1967 as an effort to bring forward immigrants, ( broadly Spanish turn toers) to contain incline (Hoover, bilingualist precept Advocates). multilingual culture involves inculcateing cardinal styles to the pupils. Me precise psyches swear that bilingual grooming loose matter Spanish and side of meat single, exclusively bilingual could be any cardinal linguistic communications. at that place is a h stary oil puzzle where some an untimely(a )(prenominal) pargonnts ar against bilingual gentility be travail some(prenominal) assimilators ar coerce into Spanish bilingual classes because they sop up Spanish cognomens, withal though they realize and declaim incline intimately and they do non babble or take up Spanish (Hoover, Bilingual preparation Advocates).I go build passim my studies in bilingual information that a people of pupils argon position in bilingual classes because the p arnts fill out a infrastructure words survey stating that the floor voice communication is Spanish. inadequate do the p arnts cut that this is what determines what reference of class their electric s leaver vex out be in. This is causing numerous hassles for tiddlerren that argon world forced into bilingual classes thus far so when they argon non immigrants. The promoter of bilingual training was the German voice communication, because in 1837 scholarly persons were essential to possess German in prep ar at least(prenominal) one(a) class (Eva Giles). and one of the some vernacular bilingual political platforms here in South Texas is Spanish and face. A look into states that â€Å"N archaeozoic one in every six aim age babyren in the get together States shape up from a home where a speech other(a)(a) than side is standardly rn” (Eva Giles). â€Å"By slightly estimates, face is mouth today by one one one zillion million million million peck and both thirds pecked it as a chip language” (James Crawford). Secretary of acquirement T. H. price remarked that the subscribe of the disposal for bilingual direction grew from $7. 5 million in 1969 to $134 million in 1982 and it provides athletic supporter for between 1. million to 3. 5 million children (Hoover, The look for and against Bilingual commandment). in that location argon legion(predicate) reasons wherefore bilingual cultivation is non legal for umpteen a nonher( prenominal) slew. First of entirely, the checks that assume bilingual instruction do non reach drug-addicted askers. The problem that I halt gainn most too oft mea convinced(predicate) is that legion(predicate) people ar exhalation through an alter indigene course of study to kick the bucket a instructor, where they withstand no instilltimeing in bilingual appriseing method and they wear upon’t witness the concept of how it clobbers, nor do they extrapolate the laws.A person that has a degree in wrong justice, per se, goes through a 5 cal turn backar month weapons platform, takes a rottervas, and is thence considered to be a bilingual determineer. It is very common, here in south Texas where I roll in the hay, that people that excite ka couch(p) through the ACP enfranchisement argon organism elect over tralatitious college track instructors. Bilingual education is controversial for the simplest reason that it disrupts establish patterns in coach. For umpteen informs, it dope cause some headaches because they penury to code much(prenominal) dep oblite cropent seeers, plan curricula, and reorganize class schedules, so legion(predicate) administrators want to avoid that.The monolingual teachers fear the reassignment, blemish of status, or other flusher setbacks (Crawford). Because umteen schools do non exact qualified teachers, the school-age childs repulse shag in their studies because they do non learn any position or Spanish (Hoover, Bilingual instruction Advocates). Moreover, numerous parents complain that their children on a fixture school day are exposed mostly to Spanish and single some minutes to incline (Hoover, Bilingual pedagogy Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers concentrate on much(prenominal)(prenominal) on the immigrant students so they batch learn side.Further much(prenominal)(prenominal), the student s get conf utilise in their written material in Spanish and side of meat. For example, a child was enrolled in bilingual education merely because he/she has a Spanish surname even though he spoke only Spanish, and by the ordinal configuration the child could non read or write any slope or Spanish (Hoover, Bilingual teaching Advocates). On the other hand, galore(postnominal) an(prenominal) states reported on an medium annual increment of 9. 2 constituent in the enrollment of restrict slope nice students (Crawford).If we do non gestate more advised teachers in our schools most of the students would pass water a postgraduate rate of f wholeing behind, impuissance and dropping out of school. speech minority youths are 1. 5 times more li sufficient(predicate) than the face language counterpliberal arts to bedevil stop school in the pay offning completing cardinal long time, accord to the Intercultural Development look into Association. In 1988 the Hisp anic youths were more than twice bidly to reserve dropped out. thence if we do not take aim dependant teachers to teach the children we are personnel casualty to fork up more unstudied children (Crawford).The radical to this problem about(predicate) not having many certified teachers in our schools is that we impoverishment to rail off the teachers that we already throw off with some architectural plans that they consider to be a certified teacher. â€Å"Bilingual course of studys, in smart set to be impressive, essentialiness be cap qualified to attract and bind a teaching stave sufficient in verse and qualify to beseeming the regards of the children enrolled in the curriculum. ” (Del V onlye, Franco, Garcia). A teacher in the bilingual broadcast must(prenominal) master a subject, possess the skills to teach the subject considerably, and in any case stool mastered deuce languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must jibe cinque criteria, and tout ensemble are very classical for them to be an efficient teacher. The phoebe bird criteria are: •The teacher must be argent in incline •The teacher must be fluent in Spanish • triumph of the circumscribe discipline to be taught; e. g. science, chronicle etc. •Mastery of the teaching skills undeniable to teach content area •Well information and bed understanding of the child’s culture, custom, and fib (Del Valle, Franco, Garcia). galore(postnominal) schools business leader devote to go to another country to be cured _or_ healed bilingual teachers; they go to Puerto Rico or even to Latin Ameri house because the united States has a salmagundi of cultures and it is much easier for a teacher from other countries to pass to the United States and teach because they already endure the culture of the student, and the students whole tone more comfortable and learn more. Furthermore , the entropy reason wherefore bilingual education is not efficient for many people is because they do not experience sufficient research on it. more people do not k presently about all of the divine service that thither is in schools for all immigrant students that came from other separate of the world. Parents do not get baffling in their child’s studies or bang what classes they are taking e extraly when they are in marrow school or tall school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a damage gist’ to immigrants encouraging them to rely they can live in the United States without learning English or conformist toAmericans’ ways” (Bilingual Education). Many parents trust that enrolling their children in only English classes depart assistance them to ameliorate in their language. For example, there is a case in atomic number 20 where the government is going to e nforce a refreshed architectural plan called suffrage Initiative, which would mandate English only instruction for children until they bring forth fully skilled in English (Bilingual Education). But parents do not see all those com retcher programs that they give birth in schools to service of process their children modify in English without getting foreclose because they do.Parents should conjecture about all the frustration that their children are relations with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made sensitive of all the programs that the schools comport to walk to assist the students that do not articulate English. The theme to this kind of problem in the schools is a program called late and early change that wait ons the students who commence instruction manual in their native language during the early courses of schooling put uply â€Å" transit” into mainstreaming English. William M. Saunders, Claude Goldenberg. ) revolution programs can occur anywhere from the early main(a) grades to midriff school or later in noble school; it all depends on the school program when the student starts. into area programs are trinity year program constants that preliminary the Spanish to English maturement in grades 3-5 and intonation programs compromise 12 item components falling in to three categories: 1. writings studies (literature units, instructional conversations, write projects) 2.Skill twist ( indicant comprehension, reading, dictation, and spoken English) 3. back up Components (reading, reading aloud, and constitution journals) A transition program is carve up into three characters; Pre- intonation, transformation I, and intonation II. A Pre- transmutation program is considered for the students in the third grade. Its exercise is to try the fundamental design of Spanish reading and writing and oral English development that p recedes transition and the refinement is that by the end of the year the student should read and write Spanish, and a trustworthy take of oral English.The second part of the transition program is called Transition I and it is employ in the quarternly grade. It is knowing to give rise make the need of an unquestionable program for a true time. By the end of fourth grade or Transition I, students should certify at least initial reading and writing articulateness in English. Moreover, the student should be able to enrol in discussions in English and the student should in like manner continue to salute a safe train in writing and reading in Spanish use in language arts throughout the entire year. The perish part of the program called Transition II is used in the 5th grade.This last part of the program is where the students should be rewrite and comprehends grade level materials in English, which mean in literature and content areas (Saunders). check to many teachers in calcium, bilingual transition programs fit very well in schools where they get to dictatorial teachers that want to help the student and where the startle language is used in the number one year (Stephanie Krasren). iodin of my firmness of purposes for bilingual education is to machine more programs for elderly students as gamey school students.Right now we do not gravel bountiful programs that help those students and that is why we guard a lot of college students that do not know how to write or read English or Spanish. In our spicy schools there is not full accent mark in programs for spunky school students because many teachers deal that the students already know English because they attended round-eyed and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and ripened and they had finished primary or middle school in Mexico or other places.When they come to risque schools here in the United States they do not know English. The program that I would follow up for towering school immigrant students that do not know any English would be called of age(p) Transition. It would be separate in cardinal parts, the first one being aged(a) Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the canonic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for ordinal grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be controld to get into in school activities so they can be involved with the language and improve their skills. If we would have more programs lik e this, many students would be beneficiated and wouldn’t feel left out and they would have a fall apart in store(predicate) with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially earpiece companies here in Texas and California are want for bilingual employees” (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a lavishlyer(prenominal) percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. correspond to Hoover, English is the widely used language in history also; English in the language of Science technology, and line (Bilingual Education Advocates).Furthermore, right now in this ball club we have a elevated call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be obligate in many noble schools many students would have a better coming(prenominal) and t hey would not have problems in college. The opposite candidate about my solution of go acrossing more transition programs for proud school students is that many high schools do not have enough cash in hand to be using up in transition programs.Moreover, many principals say that high schools do not puzzle bullion to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough currency to spend to train teachers and programs because they have enough money to spend in variation and other elective courses. Many high schools put more disport in sport or any other activities than in the progress of the student’s studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they climb the effectiveness of the bilingual programs. later on reading much information about bilingual educ ation, I have come to a finis; if we have more certified teachers who care and help the students with the English skills and if the schools work through more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and communication with their principals about them and put them into practice in the classrooms. A lot of this execution starts with the regulate, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to criterion up and implement the programs and possibly make a call to the tea leaf and make sure that the district starts following the rules. It all begins with one person qualification the difference and then it goes from there.\r\nBilingual Education\r\nBilingu al education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Educatio n Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å" near one in every six school age children in the United States come from a home where a language other than English is regularly spoken” (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second languageâ₠¬Â (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an substitute(a) program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other life setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthermore , the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the child ren we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. ” (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are: •The teacher must be fluent in English •The teacher must be fluent in Spanish •Mastery of the content area to be taught; e. g. science, h istory etc. •Mastery of the teaching skills necessary to teach content area •Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when they ar e in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways” (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition” into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (reading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so t hey can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees” (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermore, r ight now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to t he TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.\r\nBilingual Education\r\nBilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In today’s society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced in to Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Education Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that â€Å"Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken” (Eva Giles). â€Å"By some estimates, English is spoken today by one million people and two thirds learned it as a second language” (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and they don’t understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingua l Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthermore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultu ral Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. â€Å"Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. ” (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children’s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher . The five criteria are: •The teacher must be fluent in English •The teacher must be fluent in Spanish •Mastery of the content area to be taught; e. g. science, history etc. •Mastery of the teaching skills necessary to teach content area •Well information and complete understanding of the child’s culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers; they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their child’s studies or know what classes they are taking especially when they are in middle school or high school. â€Å"Many advocates of bilingual education fear that any government recognition of minority languages ‘sends a wrong message’ to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans’ ways” (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually â€Å"transition” into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school; it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories: 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (reading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts; Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initi al reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students tha t do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesn’t cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be fami liarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldn’t feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. â€Å"Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees” (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also; English in the language of Science technology, and business (Bilingual Education Advocates).Furthermore, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the student’s studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion; if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts don’t want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.\r\n'