Bilingual Education Essays - Linguistic Rights, Language Immersion

Bilingual Education Bilingual Education Imagine being brought up in a family speaking only one language for your entire life and then you had to move to a foreign land where the language is different. If you had a choice of progressively learning this new language over the course of six to nine years or being put into a classroom and have to virtually teach yourself the language by listening to others around you, which would you choose? Late exit bilingual education is a more effective form of bilingual education compared to the English immersion form of bilingual education in the fact that there are more benefits and less adverse effects. There are many reasons why late exit bilingual education should be the choice of public schools everywhere with high minority populations. One of the effects of late exit bilingual education is that the students would be able to maintain their cultural background instead of having to give up one or the other. Language is a big part of a person?fs culture. Late exit bilingual education gi ves the non-English speaking students more time to master the English language, which is not an easy language to learn in three years as the English immersion strategy teaches. The findings of the Ramirez team in 1991 evaluating the effectiveness of English immersion, early exit bilingual education, and late exit bilingual education further prove why late exit bilingual education is the one that needs to be used. To look at why keeping one?fs culture is important one just needs to look at how and why this country was founded. The first Americans from England came here so they wouldn?ft have to conform to everything the rulers of England wanted. Immigrants founded this country. One of the greatest things about the United States is that there are so many different types of cultures everywhere you look. It is true that one needs to learn the English language to be successful, but forcing one to give up his or her cultural background is going against everything this country stands for. English immersion does just that by forcing the student to give up his or her cultural background and language (Faltis 191). Late exit bilingual education allows the child to progress effectively through the educational system with the instruction given in English to the extent to make this possible (Schneider, 1976, p. 128.). To throw a student into a classroom that speaks a language that is not familiar to them and forcing them to adjust in three years like English immersion does is not fair to the student. A sink or swim technique is not very beneficial and can cause more harms than good. The English language takes longer than that to gain mastery in even for people who have a firm English base to start from. The expected time to master the English language is anywhere from four to nine years for the average person (Collier, 1992). Time is needed for development, which is just not offered with English immersion. I was in a class with three Hispanic immigrants while I was in high school. They knew no English and were forced to adapt to the all-English environment through English immersion. As expected by the observers of these students, the immigrant students passed the class with D-?es only because the teacher felt it was the best thing for them. We need to realize that these non-English speaking students and other like them who go through the English immersion program will graduate from high school by the mercy of teachers and will not be prepared to be successful in the so-called ?ereal world?f. This leads me to statistics that further the notion that late exit bilingual education is more effective than English immersion. These results were published in the Ramirez report. The Ramirez report contains some very important evidence that suggests late exit bilingual education is the more beneficial program to use. By looking at the report it is clear that even teachers of the English immersion strategy believe that many of the students in their classes would be better off if they remained in the program for more than the three years that it takes now. The report has evidence that

Two major factors that influence Canadian golf industry essays

Two major factors that influence Canadian golf industry essays As we know, the golf industry in Canada is undergoing a decline during recent years. There are lots of external macro factors may affect the growth of golf industry. However, from my opinion, economic and cultural influences should be the most important ones among them. It is an undeniable fact that economy has played a significant role in our daily life. It influences every decision made on our expenses as well as our participation in golf sport. According to the survey report from RCGA for the 2002 golf participation in Canada, from 1996 to 2001, golf participation has followed a similar pattern to that of the Canadian economy. Growth from 1996 to 1998 was quite strong. Since 1998, however, the unfavourable economic conditions have caused the remarkable drop on number of golfers in Canada. Those low income golfers are more sensitive to the increased economic pressure. Since 1998, the number of golfers with an annual income between $30000 - $49999 has decreased by 25%. It is unreasonable for a golfer to enjoy the swing in a golf course with a very tight budget. Fortunately, Canadian economy is improving during these two years. From the recent media we know that the Canadian Economic Confidence Index goes up 9.33 points to 109.18. Optimistic interest rate predictions, high home purchase intentions, low job anxiety and positive personal economic outlook have drove the confidence up. This will also lead to the high level of intent to resume golfing among former golfers. On the other hand, immigrants with various cultural backgrounds may contribute to the growth of golf industry in Canada. Started from 1996, Canadas open policy on immigration has attracted more than 200 thousands immigrants per year from all over the world. Although most of these people are not familiar with golf, it is a huge potential market demanding our development. From what I know about Chinese immigrants from Hong Kong and Taiwan, many of ...

Communication Game Essay Example | Topics and Well Written Essays - 1500 words

Communication Game - Essay Example ses into words when acting so, before the game starts, you can give them time to plan on their secret codes like showing the ring, middle and point fingers up to denote ‘W’ for word and making a fist to tell the group members that they are to guess for a phrase. Sticking out the point finger can mean the first word or syllable and raising two fingers mean the second word or syllable, and so on. No actor is allowed to make sounds or let his/her group mates read his/her lips, that is the lips of the actor should never move. Pointing to a thing to give away an answer is to the teacher or host’s discretion if it is allowed or not. The time limit for each actor should be given. Three minutes is ideal or can be adjusted to cater to all participants at a given period of time. If there many participants, you can lessen the time for each participant to act. To reach the aim of improving verbal communications of the participants, guesses can be required to be in sentences and not just words. For example, instead of just saying ‘word’, the guessers should say, ‘Is this a word?’. Appropriate punishments must be explained before the game starts to avoid misunderstandings during the game like, if an actor is caught moving his mouth, the group will have deductions from their score. Scoring should also be well-defined. For instance, a group guesses correctly in two minutes and one second to three minutes, they will have a score of 1, if they correctly guess the answer in one minute and one second to two minutes, they will be credited 3 points but get 5 points if they answer correctly in one minute or less. More punishments can be imposed depending on the discipline the teacher or host would like to draw from the participants. After giving all the instructions and rules, the game can start with one actor from each team playing alternately until all have acted. The actor picks a strip of paper where a word or phrase is written. The actor is the only one allowed