“A survey of 724 families of dual language enrichment students in the South-west USA explored what kinds of families had chosen dual language education for their children and why. Of those parents who chose dual language for their children, 45.4% speak primarily English with their child, while 54.6% speak primarily Spanish. English-dominant parents constitute 24.7% of those who so chose, while 34.2% are Spanish-dominant and 40.5% are bilingual. In terms of education level, 50% of them have a high school education or less, 32.1% have an undergraduate degree and 17.9% have a graduate education. Of all respondents, 93.6% said they chose dual language so that their child would be able to speak, read and write in two languages, making it the most frequently selected followed by to be successful in a global society (63.1%), to be more successful in school (61.3%) and to be comfortable relating to different people (60.7%). There are several implications: not all parents have the same motivations; bilingual parents are different from monolingual parents; and more needs to be known about parents of secondary students as well as parents opting out of dual language programs.” (Parks 2008) In the article: “ Who Chooses Dual Language Education for the Children and Why”, the researcher Dr. Jay Parks, studies the enrichment value of a Dual Language programs and how it serves both majority language students and minority language students. Dual Language programs provide instruction in all subject areas in both languages. Dual Language programs may differ in format depending on the school district. There are schools that will teach in one language one week and use the second language the following week without re-teaching the material. Students are expected to learn the material in one language and be able to use what they learned during the specific language week to make connections when the language is switched. Some schools are strict about which language to use and may create an atmosphere of frustrations when students are not allowed to revert back to their native language for assistance. Translaguaging is an educational tool that allows students to use their full language repertoire in order to understand complex material and excel in more than one language.
There are many variances in acquisition and development patterns in learning a Second Language. Instructional programs for English Language Learners should include cognitive skills, academic content, rate of acquisition, and critical language awareness. A Translanguaging classroom is a comfortable environment created by collaboratively by the Teacher and the Bilingual students where they are able to use their different language practices to acquire the new language in a deeply creative and critical manner. Translanguaging supports students as they engage with and comprehend complex material, content, and texts. It provides opportunities for students to develop appropriate linguistic practices and makes way for the students’ bilingualism; therefore supporting the students’ socioemotional development. In a rigid Dual Language Program, it might hinder the students’ full repertoire, create confusion, and even feel embarrassed or guilty about being bilingual. Teachers must celebrate that students can work in their home language and together in groups solve difficult problems and analyze complex texts. Students should be given the opportunity to talk to one another about content in their own language practices. I think Dual Language programs should be opened to using Translanguaging as an effective tool for language acquisition that would prove to be a great asset in a Dual Language program.
It is very important for English Language Learners to use and develop their literacy skills. Dual Language programs promote language development in two languages from an early age. The goal of the Dual Language program is for the student to be fluent in two languages so that they may be successful adults. Students want to learn new language and vocabulary. Translanguaging further assists students by allowing them to use their full language repertoire. Students are eager to use the new language they are acquiring socially and with their friends. There should always be flexibility that allow students to use their full language practice. Dual Language programs would benefit from Translanguaging in the development of more than one language. Students become more aware of the world around them making real life connections. Students develop life skills through Translanguaging such as problem solving, communication skills, and socioemotional skills. It is of equal importance for students to use and develop their language skills in both languages. Dual Language programs offers the opportunity for students to develop their literacy and language skills in more than one language. Translanguaging extends that learning by allowing the flexibility to use both languages in the learning process. Dual Language programs should allow for Translanguaging to coexist in the program as an effective tool for language acquisition.
Reference.
Parkes, J. (2008). Who chooses dual language education for their children and why. International Journal of Bilingual Education and Bilingualism,11(6), 635-660.
