Free Paper Sample on Bilingual and Multilingual Learners

Introduction

Bilingual students are commonly considered as needy by educators, which serves to dis-empower these students. Early in the 19th century, the form of education that existed attempted to erase the languages spoken by immigrant children as well as their cultures and replace them with American English and culture. However, recent adjustments in the bilingual act have permitted parents to have their children learn in the language of their choosing. English should not define children learning English as a second language as that gives them an inferior status. Therefore, educators need to shift their perspectives positively towards this student, including the manner of addressing.

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Inclusive Education

The embrace of entirely equitable and inclusive education is necessary for the effective teaching of multilingual and bilingual students. Inclusion may be achieved through granting access to education by the bilingual students and treating them with equality. Equality, in this case, defines similar conditions; it enhances the increase in educational opportunities for these culturally diverse students. The disregard for bilingualism may be accounted for the social stratification of language in the United States. Equality for effective education of the bilingual students may also be obtained through the deletion of common beliefs linking genetics and social classes to academic excellence and expectations. Such types of ideas must be challenged. When teachers embrace inclusiveness in education, they bridge the gap between students and their goals.

Methods of Teaching

Culturally appropriate methods of teaching and educational systems may be used to empower the bilingual learners. High academic expectations by teachers to their students, honoring the various cultures of students, and critical consciousness are among the three factors that may be used to increase teaching effectiveness for bilingual learners. The immigrant student’s population is growing over time and hence the constant need for the teacher to embrace cultural competence. It is only through this that a generation of citizens with acceptance to their culture and confidence regarding their capabilities may be developed. Learning proper students’ name pronunciations as well as understanding the histories of these children are among the strategies useful for embracing cultural relevance in education by teachers.

I was thrilled by the fact that this article named teachers as curriculum engineers; this is because I strongly believe in the ability of teachers to determine how students create their goals or perceive their potential. On the other hand, I have learned several aspects, such as the need for inclusion and equality in education for bilingual students. I think that it is unfair for bilingual students to be addressed using their English-speaking abilities. This not only degrades their morale but also develops the mindset of inability to the students or lower academic expectations.

Conclusion

As a future bilingual teacher, the priority towards my teaching methods shall be the application of culturally appropriate ways. It shall be my responsibility to ensure that my bilingual students feel that their culture is honored and that I will be holding similarly high academic expectations as the rest of the students. I believe that offering bilingual students equal opportunities to the rest of the students shall serve as a motivating factor to their involvement in curriculum activities and have boosted confidence regarding their abilities. Summasively, my strategies as a future bilingual teacher include inclusion, equitability, and cultural relevance.

References

SoutoManning, M. (2016). Honoring and building on the rich literacy practices of young bilingual and multilingual learners. The Reading Teacher, 70(3), 263-271.