Bilingual Education Quotes

It is a noteworthy feature of 20C culture that for the first time in over a thousand years its educated class is not expected to be at least bilingual.

An indigenous culture with sufficient territory, and bilingual and intercultural education, is in a better position to maintain and cultivate its mythology and shamanism. Conversely, the confiscation of their lands and imposition of foreign education, which turns their young people into amnesiacs, threatens the survival not only of these people, but of an entire way of knowing. It is as if one were burning down the oldest universities in the world and their libraries, one after another — thereby sacrificing the knowledge of the world's future generations.

It seems obvious now: the child who spends school days in a fog of semi-comprehension has no way to know her problem is not that she is slow-witted.

Learning another language is not only learning how to do things with different words, but also learning how to do things in different world.

The virtually unanimous support of bilingualism among Hispanic activists, “leaders” and “spokesmen”—in contrast to Hispanic parents—is understandable only in terms of the self-interest of those activists, “leaders” and “spokesmen,” who benefit from the preservation of a separate ethnic enclave, preferably alienated from the larger society.

One small step towards a language is one giant leap towards inclusion.

Learning another language diminishes prejudice towards those who are different

Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul. Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.

Study Questions Define the terms deaf and hard of hearing. Why is it important to know the age of onset, type, and degree of hearing loss? What is the primary difference between prelingual and postlingual hearing impairments? List the four major types of hearing loss. Describe three different types of audiological evaluations. What are some major areas of development that are usually affected by a hearing impairment? List three major causes of hearing impairment. What issues are central to the debate over manual and oral approaches? Define the concept of a Deaf culture. What is total communication, and how can it be used in the classroom? Describe the bilingual-bicultural approach to educating pupils with hearing impairments. In what two academic areas do students with hearing impairments usually lag behind their classmates? Why is early identification of a hearing impairment critical? Why do professionals assess the language and speech abilities of individuals with hearing impairments? List five indicators of a possible hearing loss in the classroom. What are three indicators in children that may predict success with a cochlear implant? Identify five strategies a classroom teacher can use to promote communicative skills and enhance independence in the transition to adulthood. Describe how to check a hearing aid. How can technology benefit individuals with a hearing impairment?

There are exceptions to this sequential pattern. In a language majority context, children sometimes learn to read in their second language. For example, in Canada children from English-speaking homes take their early years of education through French. Hence, they may learn to read in French first, and English a little later. This usually results in fully biliterate children. Learning to read in French first will not impede later progress in learning to read English.

In my opinion, dual language education is a great public good that ought to be developed everywhere, as it can positively transform a child, a family, a school, a community, and even a country. It is with this belief and with the conviction that parents can make a difference that I share this book in the hope that more bilingual programs will sprout in schools around the world.

temporary need for remedial help into a lifetime of minimal employment and poverty. The ASPIRA consent decree won by PRLDEF in 1974 established the right of students with limited English to receive bilingual education in New York City’s public schools.

Earlier this year, a self-identified White, monolingual English-speaking teacher explained to me that, among other signs of her stupidity, Dr Baez’s English language skills are ‘horrible, and from what I hear, her Spanish isn’t that good either’...If Dr Baez, the bilingual school principal with multiple university degrees, including a doctorate in education, was subjected to such discriminatory thinking, then what could this mean for students, who were positioned in highly subordinate institutional positions?

Why can't bilingualism be seen as an extra resource? Is it because kids who can think in two languages are smarter? (from the book Attitude, 2002)

I have been accused of being a bully. I think a lot of that stems from precisely my resistance to feel like I need to do the emotional labor of making people feel comfortable about what I’m saying. In particular, as a Latino scholar doing work in bilingual education, I’m particularly resistant to the idea that I need to make white people feel comfortable doing work in bilingual education. I put my work out there. I let it speak for itself. I certainly have never targeted anyone individually and personally insulted them, which is what bullying actually is, right?

Whenever we talk about social and academic language today, that’s really the legacy that we’ve inherited – a legacy of semilingualism, of suggesting that there’s something illegitimate about the language practices of racialized bilingual students. (4/10/2020 on Vocal Fries podcast)

many scholars in the field of education consider themselves critical race theorists who use CRT’s ideas to understand issues of school discipline and hierarchy, tracking, affirmative action, high-stakes testing, controversies over curriculum and history, bilingual and multicultural education, and alternative and charter schools.

Bilingual speakers constantly select some features from their linguistic repertoire and inhibit others, relying on what psycholinguists call the executive function of the brain. Bialystok and her colleagues, who study how bilingualism affects the mind and brain, have used behavioral and neuroimaging methods to show that bilinguals, because of their constant use of two languages, perform better on executive control tasks than do monolinguals (Barac & Bialystok, 2012; Bialystok, 2011, 2015, 2016; Kroll & Bialystok, 2013).

It has been found that bilinguals’ constant use of their different language practices strengthens the control mechanisms of the brain (the inhibitory control) and changes the associated brain regions

Bilingual practices have been shown to strengthen certain cognitive mechanisms, which in turn may increase one’s creative potential.

Although it permits the use of students’ native language “to clarify key concepts,” this weak form of bilingual instruction has no support in educational research.

It is not funny , rather stupid; We don't have bi-lingual dictionaries in African languages otjiherero/oshiwambo or khoekhoeb/Tswana or so , why are we much interested in oversees at our own expenses. Shame on us , shame on us the so called educated. Mental Independence is necessary , that's my new advocacy ..

developed than another, it may be sensible to concentrate on developing the stronger language. When a child has severe educational needs or is severely cognitively challenged, then ensuring a solid foundation in one language first is important. This does not mean that the chance of bilingualism is lost forever. If, or when, language delay disappears, the other language can be reintroduced. If a child with emotional problems really detests using or even being spoken to in a particular language, the family may sensibly decide to accede to the child's preference. Again, once problems have been resolved, the ‘dropped’ language may be reintroduced, so long as it is immediately associated with pleasurable experiences.

Example 3. (T: Male Mandarin teacher in his late twenties. B1 and B2 boys about 13 years old; G1: a 12-year-old girl.) T: (Speaking slowly as he writes on the whiteboard) 摆-乌-龙 (bai wulong). Mess up. 乌龙 (wulong), black dragon. 乌龙茶 知道吗? Wulong Tea, do you know? Black Dragon tea. 乌龙 (wulong)? means /mI ∫eIp/.

Example 3. (T: Male Mandarin teacher in his late twenties. B1 and B2 boys about 13 years old; G1: a 12-year-old girl.) T: (Speaking slowly as he writes on the whiteboard) 摆-乌-龙 (bai wulong). Mess up. 乌龙 (wulong), black dragon. 乌龙茶 知道吗? Wulong Tea, do you know? Black Dragon tea. 乌龙 (wulong)? means /mI ∫eIp/. (Silence) T: 乌龙 (wulong) /mI ∫eIp/. 摆乌龙 (bai wulong). Mess up. B1: What? T: Made a mistake. Accident. /mI ∫eIp/. G1: /mIshǽp/, you mean? B1: Oh I see. T: What? B2: /mIshǽp/. It’s /mIshǽp/. B1: Not /mI ∫eIp/. T: /mIshǽp/. B1: Yes.

Example 6. (T: Male teacher in his early thirties. B1 and B2 are boys about 13 years old.) B1: Are the Chinese still fighting? T: No, why? B1: So why are you always talking about 统一? unite B2: It’s about Taiwan and China. They are two countries, and they want to be united. T: No. 不是两个国家。台湾是中国的一部分。 Not two countries. Taiwan is part of China. B2: No, they are not. T: They are. B2: They are not. In the Olympics, there were separate teams. I saw it. T: It’s like Scotland or Northern Ireland. 都是英国, 但是世界杯 football 还有rugby也 是分开的了。 All part of the UK. But for the World Cup football and rugby, they can be separately represented. B1: Scotland is a different country. T: No it is not. B2: It is. XXX (a girl in the class) is from Scotland. She was born in … where were you born again? B1: Dundee. T: 但它是统一的了。不是两个国家. The UNITED Kingdom 知不知道?! But it is united. Not two separate countries. The United Kingdom, don’t you understand?!

Kindness is intention absolute, Goodness is belief absolute. Service is wisdom absolute, Humanity is education absolute.

The principal of Bennett-Kew Elementary School in Inglewood, California, whose student body is 52 percent Hispanic and 45 percent black, raised these children’s reading levels from the third percentile to the fiftieth percentile in just four years. But she was threatened with loss of money because she used phonics instead of the mandated “whole-language” teaching methods and taught exclusively in English, instead of using the “bilingual” approach required by education authorities. The fact that she was succeeding where others were failing carried no weight with state education officials.

Page 12: The Bilingual Education Act expanded the idea of students’ right to their own language to their right to be educated in their own language, if their command of English was insufficient for them to learn on a par with native English-speaking students in classrooms where only English was spoken. While obviously conceived as a transition to an English program, in effect, bilingual education also strengthens students’ abilities to communicate in their own language, if that is the language in which it has been determined that they can learn more effectively. The social significance of this development, however unintentional, is that public schools—perhaps for the first time on a national scale—have become actively engaged in maintaining the native language of ethnic minority groups.

Culture shapes the language, Language shapes the culture. When you absorb another language, It reshapes your mental atmosphere.

Anayansi Corey has a teaching history at the elementary level and is currently a Spanish tutor. She's received her Teaching Credential with an emphasis in Bilingual Cross-Cultural Education in Spanish from the California State University of Hayward. As she completed her degree, Anayansi also served in the US Army Reserves, attending drill weekends a least once per month. Her personal goals include traveling and spending time with her family, including a safari in Africa and visiting Asia countries.

Nowhere in all this elaborate brain circuitry, alas, is there the equivalent of the chip found in a five-dollar calculator. This deficiency can make learning that terrible quartet—“Ambition, Distraction, Uglification, and Derision,” as Lewis Carroll burlesqued them—a chore. It’s not so bad at first. Our number sense endows us with a crude feel for addition, so that, even before schooling, children can find simple recipes for adding numbers. If asked to compute 2 + 4, for example, a child might start with the first number and then count upward by the second number: “two, three is one, four is two, five is three, six is four, six.” But multiplication is another matter. It is an “unnatural practice,” Dehaene is fond of saying, and the reason is that our brains are wired the wrong way. Neither intuition nor counting is of much use, and multiplication facts must be stored in the brain verbally, as strings of words. The list of arithmetical facts to be memorized may be short, but it is fiendishly tricky: the same numbers occur over and over, in different orders, with partial overlaps and irrelevant rhymes. (Bilinguals, it has been found, revert to the language they used in school when doing multiplication.) The human memory, unlike that of a computer, has evolved to be associative, which makes it ill-suited to arithmetic, where bits of knowledge must be kept from interfering with one another: if you’re trying to retrieve the result of multiplying 7 X 6, the reflex activation of 7 + 6 and 7 X 5 can be disastrous. So multiplication is a double terror: not only is it remote from our intuitive sense of number; it has to be internalized in a form that clashes with the evolved organization of our memory. The result is that when adults multiply single-digit numbers they make mistakes ten to fifteen per cent of the time. For the hardest problems, like 7 X 8, the error rate can exceed twenty-five per cent. Our inbuilt ineptness when it comes to more complex mathematical processes has led Dehaene to question why we insist on drilling procedures like long division into our children at all. There is, after all, an alternative: the electronic calculator. “Give a calculator to a five-year-old, and you will teach him how to make friends with numbers instead of despising them,” he has written. By removing the need to spend hundreds of hours memorizing boring procedures, he says, calculators can free children to concentrate on the meaning of these procedures, which is neglected under the educational status quo.

Given our geography, our tolerant culture and the magnetic attraction of our economy, illegals will always be with us. Our first task, therefore, should be abolishing bilingual education everywhere and requiring that our citizenship tests have strict standards for English language and American civics. The cure for excessive immigration is successful assimilation. The way to prevent European-like immigration catastrophes is to turn every immigrant—and most surely his children—into an American.

urge caution. Three areas of early literacy development are analyzed: experience with stories and book reading, concepts of print, and phonological

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Prosperous non-white nations such as Japan, Taiwan, and South Korea would be very desirable destinations for Third-World immigrants, and if those countries opened their borders, they would quickly be filled with foreigners. They keep their borders closed because they know they cannot have the same Japan or Taiwan with different people. Israel, likewise, is determined to remain a Jewish state because Israelis know they cannot have the same Israel with different people. In 2010, Prime Minister Benjamin Netanyahu approved tough measures to deport illegal immigrants, calling them a “threat to the character of the country.” Linguistically, culturally, and racially, Japan is homogeneous. This means Japanese never even think about a host of problems that torment Americans. Since Japan has only one race, no one worries about racism. There was no civil rights movement, no integration struggle, and no court-ordered busing. There is no bilingual education, and no affirmative action. There is no tyranny of “political correctness,” and no one is clamoring for a “multi-cultural curriculum.” When a company needs to hire someone, it doesn’t give a thought to “ethnic balance;” it just hires the best person. No Japanese are sent to reeducation seminars because of “insensitivity.” Japan has no Civil Rights Commission or Equal Employment Opportunity Commission. It has no Equal Housing Act or Voting Rights Act. No one worries about drawing up voting districts to make sure minorities are elected. There are no noisy ethnic groups trying to influence foreign policy. Japanese do not know what a “hate crime” would be. And they know that an American-style immigration policy would change everything. They want Japan to remain Japanese. This is a universal view among non-whites. Those countries that send the largest numbers of emigrants to the United States—Mexico, India, China—permit essentially no immigration at all. For them, their nations are exclusive homelands for their own people. Most people refuse to share their homelands. Robert Pape, a leading expert on suicide bombing, explains that its motive is almost always nationalism, not religious fanaticism. Whether in Sri Lanka, Lebanon, Chechnya, Kashmir, the West Bank, Iraq, or Afghanistan, its main objective is to drive out occupying aliens. It is only Western nations—and only within the last few decades—that have ever voluntarily accepted large-scale immigration that could reduce the inhabitants to a racial minority. What the United States and other European-derived nations are doing is without historical precedent.

The deepest connection you have with someone & their culture, is through learning their language.

Seed Educational Consulting is a pan-African study abroad agency. We specialize in helping young African students to Study in USA, Study in Canada, Study in UK; as well as in Germany, Ireland, Turkey, and Dubai. With our help, students find and apply to affordable universities abroad to improve their future career prospects. Seed works with students from every country in Africa and has local representatives around the continent. Our team is native, and bilingual, in French, English, and Spanish.

Quoting page 85: The OCR [Office for Civil Rights] in the early 1970s in effect experienced an internal capture shift. The black agenda activists who had dominated the office between 1965 and 1970 were joined and to some extend displaced by a new cadre of Latino activists. Not content with the transitional model of bilingual education, which used native-language instruction as a bridge to English language proficiency, the Latino nationalists called for Spanish-based cultural maintenance programs of indefinite duration. La Raza Unida’s 1967 founding statement captured the Chicano spirit of cultural nationalism and linguistic ethnocentrism: “The time of subjugation, exploitation, and abuse of human rights of La Raza in the United States is hereby ended forever,” the manifesto proclaimed. “[We] affirm the magnificence of La Raza, the greatness of our heritage, our history, our language, our traditions, our contributions to humanity and culture.

Quoting Page 87: In 1978 a four-year study by the American Institutes for Research, sponsored by the USOE [U.S. Office of Education], concluded that most of the Hispanic students involved [in bilingual/bicultural programs[ were native speakers of English, that those who needed to learn English competence were not in fact acquiring it, that most bilingual programs were aimed at linguistic and cultural maintenance rather than learning English, and that the segregated Hispanic students who were already alienated from school simply remained so.

Diana Enriquez, a dedicated dual-language social studies teacher at West Oak Middle School, teaches grades 6-8. She began her career as a special education paraprofessional after graduating from Illinois State University in 2016. Holding certifications in Social Science (6-12) and ESL/Bilingual Education, she is passionate about fostering an inclusive learning environment.