The Future of Students Equals Change in Everyone The American people make excuses over and over about why our children are struggling in school, but the true question we need to ask is: why aren’t we doing enough to make a change? A few years ago the elementary school that my children attend had implemented a dual language program. After four years, my children were fluent in Spanish. This program was doing so well, that ninety eight percent of the children in the program tested out gifted. Unfortunately somewhere down the line, the school board members at the district, and state level didn’t think the program was worth keeping.
If at any point they failed, they would see this as a big mistake and give up and have a lack of motivation. It can also be argued that working class children do not get the support of their parents, this is because many of the parents believe that they survived without an education, so believe that there children can do the same. Working class families can also lack in support in terms of if the child fails a particular exam, they would not give them positive feed back on how they could improve they would improve. Whereas, it can be argued that higher class families have more motivation and the parents also give the support to the children that is needed. This would have a positive influence on the child’s education as it would give them hope and not give them an opportunity of giving up.
Academic success can be difficult for immigrant students to obtain who come from low-income families and whose immigrant parents lack economic resources. Living in poverty proves problematic for many immigrant families. Low income areas are often subject to alienation, therefore, families must rely solely on districts to make crucial decisions for their children’s education. The promise of public schools is intergenerational because while most immigrant parents arrive as adults, their children are raised in the U.S. education system from a young age and thus have opportunities to excel in ways unavailable to their parents (Lowell and Kemper 2004). Unfortunately, immigrant parent’s income level has a direct correlation on the
This is because the elaborated code is used within textbooks, by teachers and is the language an examiner expects the child to use within their exam. Early socialisation means middle class children are already fluent using the elaborated code meaning they are more likely to succeed. However, Bernstein recognises that working class children fail because schools fail to teach them how to use the elaborated speech code; not because they are culturally deprived. Bereiter and Engelmann claim that the language used in lower class homes is deficient. They described that working class families use gestures, single word sentences and disjointed phrases when communicating.
However, she began having difficulties in her third grade. The is a reason for that she explains, “In the early 1990s, Nogales provided bilingual education — teaching English learners in both their native language and English — but only through the first two grades.“ Miriam also added that the teacher was the reason her daughter facing difficulties, the teacher did not speak Spanish and only taught in English and wasn’t interested in helping. Flores also mentioned that her daughter is very quite child even though the teacher said that her daughter talks a lot. She explained that her daughter talked a lot because she kept asking her classmate’s questions because she didn’t understand. This issue resulted in Miriam joining other Spanish-speaking Nogales families in 1992 in filing a federal suit to improve educational opportunity for non-English speakers.
In fact, they may benefit cognitively from learning more than one language. Transitioning from their first language to English before they have a firm grasp of their first language, usually by the end of Third Grade, may be detrimental in the long run. Early literacy skills learned in the home language do transfer to English. The children who were taught in English-only classrooms or transitioned to English instruction before they demonstrated well-established oral language abilities in their own language frequently never achieved high levels of English fluency and did not fare as well as those who had the opportunity to learn in two languages. All children can benefit cognitively,linguistically, and culturally, from learning more than one language.
Parents may have difficulties with the language and therefore cannot help their children. Furthermore, parents can find that they do not have enough knowledge of their children's subjects. Some students on the other hand get a lot of help and a nice experience of homework. This is not equal and therefore a reason not to have homework. On the other hand, the opposing side usually argue that there are good reasons to insist on regular homework for school pupils.
Vernacular Dialects Eaven Defense February 28, 2012 Dr. Bonenfant Applied Linguistics (5:00-7:30) There are various reasons why students come into today’s classroom not speaking Standard English. Some reasons may be because students are new to the country and are only fluent in their native language or their native language is the only language spoken by their parents and in the home. For students whose primary language is English, there are many different accents that affect how words are pronounced due to the different regions around the United States. I personally believe that it is important to teach Standard English in the classroom because that is the native language of the United States. Many students, who aren’t from the states, have parents who have brought them here to better themselves and they must be efficient in English in order to communicate successfully here.
Educators may be unprepared to serve the unique needs of a growing number of immigrant students; schools may be unable to fund remedial programs and effective bilingual educational programs; and schools may feel considerable pressure to change the curriculum to meet the needs of an increasingly diverse student population. Cultural and Language Diversity. Educators often feel uncomfortable with learners' different cultural and ethnic characteristics, behaviors, customs, practices, and attitudes. Nineteenth-century immigrants entering the United States brought many languages other than English. Census documents have documented dramatic increases in non-English speakers in the United States.