California's
Multilingual Education Act: What it would change and how it would improve
our educational system.
Stephen
Krashen
Language
Magazine 15 (11): 25-26, 2016.
Available
at languagemagazine.com
If the
Multilingual Education Act passes in California, it will be much easier to set
up bilingual education programs, programs that use the child's first language
to accelerate the development of academic English. I will try to explain why
and how these programs work, and briefly discuss what the research says.
Why bilingual education works
Bilingual education helps students develop academic English in two ways. The first is teaching subject matter using the
students' first language. Studying subject matter in a language the student understands
leads to more mastery of subject matter. This in turn means more comprehension
when subject matter is presented in English and thus more English language
acquisition.
The second way is by providing literacy development in
the first language, a short cut to English literacy. It is much easier to learn
to read in a language you understand, and once you can read, this ability
transfers across languages, even when the writing systems are different. There
is strong evidence that better reading in the first language is associated with
better development of reading in English. Studies have confirmed this for
speakers of Spanish, Japanese, Vienamese, and Chinese, as well as for other first
and second languages.
Properly organized bilingual programs also provide exposure to comprehensible English from the very first
day, and introduce subject matter teaching in English as soon as it can be made
comprehensible.
How it is done
Programs typically begin with academic subjects taught
in the first language, along with ESL classes.
When students have enough English competence, those subjects that are
the easiest to understand with the help of context (math, science) are taught
in relatively simple, slow English ("sheltered") while more abstract
subjects (social studies, language arts)
remain in the primary language.
After more English academic proficiency is developed, students
study math and science in regular classes with native speakers of English, and subjects
such as social studies are taught in comprehensible, sheltered English.
Finally all core subjects are done in the
"mainstream" and students can continue to develop their first
language in special heritage langage classes.
The sheltered classes help students acquire a
significant amount of the specialized language of subject matter classes. Both sheltered classes and classes taught in
the first language provide subject matter knowledge, which helps students
understand mainstream classes.
This "gradual exit" model is presented
below. It is called a gradual exit program because students are not placed in
the mainstream all at once, but gradually, as subjects become comprehensible.
The gradual exit model
mainstream
|
ESL/sheltered
|
first language
|
|
Beginning
|
art, music, PE
|
ESL
|
all core subjects
|
Intermediate
|
art, music, PE
|
ESL, math, science
|
social studies
|
language arts
|
|||
Advanced
|
art, music, PE
|
ESL
|
language arts
|
math, science
|
social studies
|
||
Mainstream
|
All
|
heritage language
|
Mainstream = all students together
The research
After reviewing all available comparisons of bilingual education and
English immersion, McField and McField (2014) concluded that when programs
provided subject matter instruction and literacy development in the first
language and comprehensible input in English, and when programs were evaluated
correctly, students in bilingual programs did better on tests of English
reading, and the effect was considerably larger than that reported in previous
analyses.
Free voluntary
reading
A powerful way of increasing the power of bilingual
education is to include free voluntary reading in both languages, allowing and encouraging students to select pleasure
reading materials for themselves, with no “accountability” of any kind. Studies
have repeatedly confirmed that free voluntary reading vastly improves reading
comprehension, vocabulary, writing style, spelling, and grammatical competence in
both first and second languages.
Sources
Crawford, J. and Krashen, S. 2015. English Learners in American
Classrooms: 101 Questions, 101 Answers. Portland: DiversityLearningK12
McField, G. and McField, D. 2014. The consistent outcome of bilingual
education programs: A meta-analysis of meta-analyses. In Grace McField (Ed.)
2014. The Miseducation of English Learners. Charlotte: Information Age
Publishing. pp. 267-299.
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