A look at English language programs developed in three states which provide assistance to disadvantaged students.
This paper examines the programs developed by three different states ” Florida, Texas and California ” to help educate students with limited English proficiency, looking at both the technical aspects of each program and the larger educational philosophy espoused by each bilingual program.
“The challenge of bilingual education ” which can also be phrased as the challenge of educating students with limited English proficiency ” is a complex one, for it is not a matter simply of teaching grammar and syntax, not simply a question of instilling an appreciation for nuance and vocabulary choice. For in almost every case, the students who are the subject of bilingual education come from less educationally privileged students. Those students who are not proficient in English are often poor and often immigrants and therefore in need of a variety of services, training, and education. They often have to learn about American culture and American legal and governmental systems as well as learning the English language. Making the challenge of bilingual education even greater, those who have grown up in poverty either in a country other than the United States or in the U.S. itself are often poorly educated in their own language. Some may not be literate in any language. In other words, they lack nearly all of the advantages of the middle-class, white, native speaker of English (Tabors 21-28).”
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