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Friday, 09 January 2009
Class Notes Fourth Issue Print E-mail
Separating fact from fiction about education.
Informational series for business leaders, policy makers, community leaders and members of the media.
 
 
Fiction:
Bilingual education keeps families and schools apart.

What the fiction suggests:
Bilingual education keeps families from learning English and integrating into the dominant culture.

Some people believe that by educating children in their home language, we allow them to grow up without having to learn English. Because of such erroneous beliefs, bilingual education is provided to only a fraction of the students who need it. In reality, bilingual education is the most effective way to teach English and other school subjects at the same time.1 Children’s loss of their home language, particularly when it is the only language spoken by their parents, can be very costly to the children, their families and to society as a whole.2

Without bilingual education, many children who speak a language other than English begin to perceive their language and culture as having no value. They feel pressure to choose between their school and their family. As a result, the family is faced with a breakdown of parental authority and a loss of the children’s respect for their parents.3 Children become ashamed of how their parents speak and make negative judgments about themselves.4

In addition, there is a connection between home language loss and educational achievement.5 Research suggests that the better developed the children’s use of their home language is, the more successful they will be as students of English.6 Validating the home language supports children’s learning and interaction with their parents and grandparents, and reinforces a positive self-concept, both for the children and the family.

 
Fact:
Bilingual education supports family unity and interaction while connecting families to schools and communities.

What the truth means:
Bilingual education acknowledges the home language so that the child becomes a bridge between the home and the dominant culture.

Parents are the most important teachers that children will ever have. Family relationships, behaviors, rituals and traditions transmit culture to children. Retaining the home language while learning English and core subjects implies preservation of culture that is worthy of respect.7 The key to an effective bilingual program is culture- and language-appropriate outreach to families. Parents who speak little or no English feel welcome when the school values the family’s culture and language. This validation strengthens the bond between the family and the school and encourages students to see a positive connection between their families, schools and the broader community.8

Family participation is twice as predictive of academic learning as is the family’s socio-economic status.9 Parents who feel welcome in schools are a powerful resource that can better their children’s education.10 When schools and families work together, students succeed and communities are stronger.

"The consequences of losing a primary language are far-reaching and can affect the social, emotional, cognitive and educational development of language-minority children, as well as the integrity of their families and society."
– Jim Lyons, president, National Association of Bilingual Education, 199111
References

  1. Sosa, A.S. Questions and Answers About Bilingual Education. (San Antonio, Texas: Intercultural Development Research Association, 1993).
  2. Filmore, L.W. "When Learning a Second Language Means Losing the First," Early Childhood Research Quarterly. (1991).
  3. Filmore, L.W. "When Learning a Second Language Means Losing the First," Early Childhood Research Quarterly. (1991).
  4. Simoes, A., ed. The Bilingual Child: Research and Analysis of Existing Educational Themes. (New York, NY: Academic Press, 1976).
  5. Filmore, L.W. "When Learning a Second Language Means Losing the First," Early Childhood Research Quarterly. (1991).
  6. Intercultural Development Research Association. "Myths About Bilingual Education" Workshop handout. (San Antonio, Texas: IDRA).
  7. Garcia, E., ed. Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood Education. (New York, NY: Teachers College Press, 1995).
  8. DeWind, J. The Organizing of Parents to Support Bilingual Education. (New York, NY: Columbia University, 1984). Thomas, W. and V. Collier. Language Minority Student Achievement and Program Effectiveness. (Farifax, Va.: George Mason University, 1995).
  9. Robledo Montecel, M., et. al. Hispanic Families as Valued Partners: An Educator’s Guide. (San Antonio, Texas: Intercultural Development Research Association, 1993). Ramos, N.J. and R.S. Santos. "Promoting Community-School Partnerships in Bilingual Education," Compendium of Readings in Bilingual Education: Issues and Practices. R. Rodríguez, ed. (Texas Association for Bilingual Education, 1994).
  10. Chavkin, N.F. and D.L. Gonzalez. "Forging Partnerships Between Mexican American Parents and the Schools," ERIC Digest (October 1995).
  11. Lyons, J. Quoted in Education Week. (May 1, 1991).
  12. Macía R.F. and C. Kelly. NCBE Summary Report of the States’ Limited English Proficient Students and Available Educational Programs and Services 1994-1995. (Fairfax, Va.: The George Washington University, 1996).

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