Bilingual education issue Essay

While the pip of education officials is one of inclusion for e really learners, irrespective of ethnic, national, religious, sexual, social, linguistic or other varying backgrounds, there seems to be little collaboration amidst policy and practice. Though the state governance sets the official standard for the modality particularly governmental educational facilities are operated, several problems that different ethnic and style groups face in the educational setting go reproduction to laid-down guidelines.It is my position that, though non-native speakers of the English language should be assimilated into the culture and language of the country as far as possible, it is still crucial that attempts be made to retain the students native language. Assimilation into the culture will of necessity involve immersion into the local language but that has to go on with plans and procedures that sample the students varying cultures and providing meaningful experiences via the class room setting for whole learners as far as possible.Therefore the position to retain the students native spit within the classroom setting, rather than overshadowing it with the English language, must be adopt by educational officials if the educational goals of the institutions are to be realized for all students in the system. Furthermore, Good & Brophy (1995) agree far too much educators are too quick to disregard the individual differences and characteristics of students and attempt to deliver political platform as if their students were a purely homogenous group.They suggest that teachers need to look at all students in social and academic tasks that are meaningful to students(p. 555). Therefore, it is the art of the teacher to ensure that the learning environment is one of inclusion and non exclusion for the multiplicity of individual differences that may exist in all given classroom. It is agreed that correlation, communication and cooperation in the midst of the st ation and the school, between parents and teachers is an essential recipe for a students success in the classroom. a great deal for bilingual students, particularly recent immigrants, there is no continuity between the stress on English and the American culture between the home plate and the school. style specialists have long noted that parents are often little likely to learn the new language than their children. Therefore when there is a decided stress on the removal of the native language from the classroom, this is counteracted by its use in the home and communities from which these students come. This conflict between the goals of the school and the goals of the home cannot continue.I believe that if more schools attempt to be linguistically comprehensive, sanction expression in the native language then parents may be more inclined to work along with the school in dowry to assimilate their children into the American culture. The governments position on the supply is qui te clear. In Title VII of the Elementary and Secondary initiate Education Act of 1968, official laid out the policy of the government to support, even financially, program that aimed to develop and implement creative methodology that would get word the needs of these special set of students (Cited in Rodriguez, 1999).Though this position does not explicitly support the use of the native language in the classroom, it implies inclusive rather than exclusive and hostile methodology. I am in no way suggesting that the learning of the English language is not important. In point it is absolutely necessary for these students to be accommodated into special programs that aim at facilitating their fast induction into the use of the English language. What I am advocating however, is that the ties to the native country, which is often maintained primarily through language, should not be so promptly attacked by the educator seeking to homogenize the classroom.The curriculum must, in all re spects, seek to meet the needs of all learners including those who are not very proficient in the use of the English language. As Good and Brophy (1995, P. 555), have in mind although learning English is a part of the program, it is only a part. REFERENCES Good, T. L. & Brophy, J. E. (1995). coeval Educational Psychology. (5th ed. ). New York Longman Publishers. Rodriguez, Luis. (1999). Discretion and Destruction the Debate over Language in Californias Schools. Texas Forum on gracious Liberties and Civil Rights, 4(189), 189-233.