Language, Culture And Society

Running Head : Langu era Culture and SocietyLanguage Culture and SocietyAuthors NameInstitution NameThe Webster s saucy Collegiate Dictionary (1980 ) defines kitchen-gardening as the incorpo treasured model of for plentiful behavior that includes thought , linguistic process action , and artifacts and depends on man s competence for gather uping and transmitting knowledge to win multiplications and the customary beliefs , companionable general anatomys , and material behavior of a racial , religious , or amicable congregation These definitions point to numerous important aspects of tillage . First , culture permeates solely pitying behaviors and interactions Second , culture is sh ard by members of a multitude . And third , it is deceaseed d give birth to newcomers and from angiotensin converting enzyme generation to the near . This of culture is non aimed at organizations further is very charm to them (AAhad M . Osman-Gani Zidan , S .S . 2001 , pp .452-460Whereas , Society fag end be specify as a grouping of people that has some leafy vegetable roam interests , common counselling of life , activities , train , principals background , or goals and objectives . A rules of order preempt hence be contain of individuals , small groups of people or larger organizations such as establish in a local or advance government activity , the federal government , or the country as an entire guild . These groups or societies can be sound for the same or tie in goals and objectives , boast some overlie goals and objectives , be in direct disagreement to virtuoso other , or all permutation of it . Most of these groups serve their own self-interests and their power is extensively any bingle and only(a) society such does non disal impoverished decentralized furrow , or any mixture of societies . This is a pluralistic society that exploits freedom of expression , action , and business this in turn consequences in a widely grow grade of loyalties to many an(prenominal) incompatible ca commits and organizations and curtails the danger that any one leader of anyone organization will be left excited . These advantages and disadvantages , with its structure and composition , ar in part several(prenominal) causes for the differences in point of view on what amicable office is , what it must(prenominal) be , what it should include , and what it should achieve and then , Native inhabitants , colonizers , and immigrants to the get together farming gift and continue to represent a diversity of linguistic process backgrounds . Like it or not , the United domain is highly multilingual by and by United States . Fashions in using lyric poem in cultivation and attitudes to multilingualism attain undergone numerous changes since the United Kingdom became autonomous . The changing models of bringing up and research viewpoint glisten shifting political moods rather than sound learningal and linguistic researchCultures diverge in setting up priorities for the educational activity of knowledge material and somatogenic composition ( Freire , 1985 . It is necessary that ESL scholarly persons participate efficiently in a culture and understand and construe the goals of such institutions as enlightens and government . The in mixtureation of biliteracy skills is necessary for these purposes . Freire ( 1985 maintained that biliterate individuals fool the cap big businessman to say the pointts , institutions , and power structures that establish their existence they can read the man eldest before the wordWells (1987 ) referred to four literacy takes . All ethnically boundary per figureative , functional , informational , and epistemological . The performative centers on speech or the write code for conversation , such as answering questions or constitution a home address the functional underlines complaisant conversation , such as reading a word or writing a job application the informational put on that reading and writings atomic number 18 for informational purposes , such as for accessing the accrued knowledge that shal upsets transmit and the epistemic aim relays to literacy as a mode of communication and offers shipway for cultured persons to act on and alter knowledge and experiences engaged to illiterates . The attitudes optimistic by the epistemic level of literacy ar those of originality exploration , and critical judgmentAccording to McLeod (1986 , literacy for weighing and social decision making will authorize speech-nonage children to view society in a logical way . This view permits them to pull control of society and offset present educational gibbosity on tests , skills , and external controls that ar anti democratic in their effects . For instance Franklin (1986 ) argued that literacy pedagogy is culturally based instructors embrace unsounded prospect of how literacy skills must be taught the use of materials and methods , and the association of give slightonsroom literacy events . These expectations find out the literacy success and failure of children . To observe these findings , she presented excerpts of first-grade classroom transcriptions and teacher interviews in her study of literacy in multilingual classrooms . She conclude that the majority first-grade teachers expect bookmans to have meta linguistic knowledge of sounds , garner , and words before the reading and writing of texts takes place . Franklin explained that when Latino LEP children had obscurity with these skills , it was their cultural and verbiage background that was blamed , close to than methods , materials or teacher assumptions (p . 51In the case of multilingual nurturedays-age childs , phraseology disparities argon not to be interpreted as words deficits . trammel position proficiency does not mean the scholar is feeble in the competence to develop dustup and thinking skills . For this originator , biliteracy focussing is crucial for the multilingual learner s involvement in an assortment of purposes and a variety of settings . Children s multilingual literacy can be studied and deliberate as communication skills in auditory modality , decl being , reading , and writing in dickens addresss for school purposes specifically , for placement , promotion , and grouping bilingualists use different speech communications depending on the setting and the addressee . Children practically use the hereditary pattern wrangle with old relatives whereas they use side of meat with contemporaries . Church services may be in the hereditary pattern voice communication , except sunlight school is oodles conducted in side of meat because the younger generation is typically not fluent enough in the inheritance deliveryLimited use of a run-in is especially harmful for the development of those heritage manner of speakings that be highly circumstanceual . Development of the nuances of these languages depends on opportunity to use them in different contexts . Japanese , for causa , uses very different terms when the speakers are of different age and social standing . Children who are not exposed to the language in different situations and different speakers do not determine the full range of the language . A Japanese schoolchild recalled moving back to Japan and organism unwilling to speak to her school principal for fear of using improper language . Korean children in the United States report abandoning Korean after adults scolded them for not being addressed using the proper form of the language multilinguals , when communicating with other bilinguals , oft alternate languages . such code swaping is to a greater extent than common in oral than in write language . A number of linguistic constraints study when and how the switch occurs (Romaine , 1995 . The syntax , morphology , and lexicon of the languages endure a graphic symbol on possible switches . Code switching occurs at the discuss , sentence , or word level in the communication among bilinguals . A person may be lecture to somebody in one language but switch to a different one when switching s or when a different person joins the conversation . Bilingual mothers and teachers often employ code switching to call children s attentionBasically , Children from linguistically and culturally several(a) environments share nurture , communication , and motivational styles that are at discrepancy with those of the mainstream culture . Language and culture of children come out to play a solid role in the ways children communicate with and relay to others and in their methods of perceiving , thinking , and trouble resolution . Individual differences in cognitive functioning are ascribable not to perspicuousions in intelligence , but rather , to record appearances inherent in the sociocultural system .Oral and written language development of bilingual learners is affected in many ways by their linguistic context . The sociolinguistic categories of languages solve the way languages are regarded in our society and the relative status they clasp in comparison to position . It is not surprising that come up-worn incline predominates in schools and other situations , given its status as terra firma , national , and formalised languageThe reference of languages students speak and the type of writing system used by the languages will sour the ease of acquisition of incline . The greater the difference , the more likely that families and school will neglect the development of the heritage language . Often these students develop limited oral language skills in their heritage language whereas they become fluent and monoliterate in side of meatThe function and amount of use of a language influence proficiency of specific languages and language skills . Our society offers opportunities to use slope in a wide variety of contexts . Heritage languages are roughlyly relegated to use at home or pagan neighborhoods . When the language is used only in casual conversations , the student will develop the informal oral register of the language . Practice of the written language in schoolman settings is undeniable to develop the language for successful schoolingOpportunity to use languages stimulates motivation to learn and to enforce them . Intensive exposure to incline abets develop English proficiency among students who are primal speakers of other languages As the heritage language erodes due to its limited use , speakers become slight motivated to search for such opportunities and their families school , and churches accommodate increase use of English and contribute to the loss of the heritage language . Persistent language loss among young members of an ethnic group results in language shift for the whole community . other(a) social , cultural , political , and economic variables contribute to the sustenance or erosion of heritage language use at heart an ethnic communityFamilies and educators realize that if they want their children to achieve bilingualism , they must erect opportunities for use of the two languages in some(prenominal)(prenominal) oral and written form . Students fate plenty of exposure to social English by means of activities that integrate bilingual students with indigenous speakers of American English . A demanding program that explicitly teaches English academic skills is a precondition to success in the educational system (Chamot O Malley 1994 . Exposure to the heritage language by means of the Internet connections with students in other countries , and as a medium of didactics in schools overhauls develop these languages beyond the familiar usesFamilies do not of all time have access to written material in the heritage language . Their children develop oral skills but do not acquire literacy unless the schools have bilingual programs or they attend limited weekend schools for the promotion of ethnic languages . In some cases the language is not written . thusly , although students may be bilingual , they are not necessarily biliterateFundamental to the privation of communication in dis socio-economic class on bilingual education are diverse perceptions of bilingual education . Bilingual education broadly be is any educational program that entails the use of two languages of instruction at several point in a student s school career ( Nieto , 1992 ,. 156 . This simple definition is not what most(prenominal) people have in mind while they think of bilingual education Lots of people in the United Kingdom , particularly its critics , think that bilingual education is giving instruction in the native language most of the school day for several years ( Porter , 1994 ,. 44 conglomerate proponents describe bilingual education as dual language programs that consist of instruction in two languages equally distributed across the school day (Casanova Arias , 1993 ,. 17school usually defined as bilingual education really comprises a variety of mountes . Several programs have as goal bilingualism whereas others ask for development of proficiency in English only Programs are intended to serve different types of students : English speakers , international sojourners , or language minority students . around models assimilate these students . Models differ in how much and for how numerous years they use each language for instruction . The preliminary language of literacy and content instruction differs across modelsSeveral use mostly the native language originally , others deliver instruction in both , and still others begin instruction in the second language , adding up the home language subsequent to a a couple of(prenominal) years . There are special programs for language minority students in which all the teaching is through with(p) in English with a second language come up . The difference amidst bilingual education and English-only instruction models is significant . Bilingual education presumes use of English and another language for instruction . submerging , structured captivation and ESL models operate on with bilingual learners but are not bilingual because they rely on simply one language English for instructionPrograms that do not pop the question significant amounts of instruction in the non-English language should not , in fact , be included under the rubric of bilingual education (Milk , 1993 ,. 102As Ofelia Garcia s extractment with reference to bilingual children s under work in education : `The greatest failure of contemporary education has been precisely its unfitness to help teachers understand the ethnolinguistic interlockingity of children . in such a way as to enable them to make informed decisions around language and culture in the classroom (Cited in baker , 1996The present UK National Curriculum , for example , specially does not suppose to tell teachers how to teach (only what to teach , whereas the highly significant steads for Standards in culture and Teacher breeding execution both appear more anxious to assess teaching by quantifiable outcome and evidence of preparation than by the righteousness of teacher - student relations (TTA 1998 . With allusion to bilingual students , the dearth of the pedagogical military position is mainly noticeable In its current chronicle The assessment of the Language Development of Bilingual Pupils , for instance , the Office for Standards in Education (UK ) is principally concerned concerning the validity and service of ascribing `levels to bilingual students over and exceeding the levels already accessible through the National Curriculum (OFSTED 1997As illustrations of `good classroom suffice are presented in this document , of these apply to the group of bilingual students regarding whom teachers often articulate the greatest concern (Moore 1995 : that is to say , students who arrive in the country fluent in one language but possessing subatomic or no visible knowledge of the important language of the classroom (`Stage 1 learners . Nor is there any obvious reference point , in what is fundamentally a competence-driven picture record of good cut backout (OFSTED 1997 ,.9 , of the significance of the teachers student correlation : an acknowledgment , that is , that for bilingual students `to invest their sense of self , their identity , in acquiring their new language and participating actively in their new culture , they must experience confirming and corroborative interactions with members of that culture (Cummins 1996 ,.73Moderately , the absence of a learned pedagogical scene from `official , centralized educational discourses has been reflected in a outgrowth absence at the local level . In the tie of continuing professional development for teachers , for case , there is a still a propensity for the prime focus to be on teaching materials for bilingual students , while in books and print research there remains an wideness on de-contextualized possible action rather than on the application of this theory to analysis of positive teaching and tuition events . No one would desire to renounce the instant cherish of classroom materials for teachers of beginner-bilingual students , numerous of whom are denied any constant support in the classroom , in the form either of an experienced EAL teacher or of proper and comme il faut training linked to computeings with bilingual students : positively , the planning and development of appropriate as well(p) as working classroom materials have offered a helpful lifeline to lots of teachers on the brink of despairAdditionally , the requirement to develop such materials , as well the bases upon which they are developed , is typically underpinned by sedate theory and research in the area . Though , the complexity with a projection on classroom materials , if it is at the spending of professional development linked more particularly to training , is (a that it retributory produces a quick-fix , short-term solution to a more enduring difficulty (b ) that it redirects teachers attentions away from the actual issues at mail , which are to do with how bilingual students are marginalized and silence , and how teachers can best assist those students to conquer such marginalizationPlacing such an importance on pedagogy is , a potentially encountery business as it inexorably quotes , describes and evaluates practice which is distinctly in powerful , harmful or absolutely hostile , besides practice which is effective , accommodating and understanding . It tycoon also , proffer examples of practice which take a practical , realistic view of the place of teaching inside the wider social framework and within the grammar of that wider perspective alongside examples of practice that shows to operate only within the confine grammatical framework of the particular classroom or school situation within which the teacher is workingWhereas the latter practice office often though not unloadly be characterized by its fundamentally reactive nature (`this is what needs to be done concerning this student or set of students in to keep classify , makes them more prone to achieve their best grades , and so on , the former is more characteristically characterized by its fundamentally antiphonal nature (`this is what need to be done concerning this student or set of students in to maximize their opportunities - and the opportunities of all people - in the wider social framework in which they must operateAs in a real case , a teacher who is deal with a work of art by recently arrived a bilingual student a work which apparently does not aline to any of the preset , outwardly fixed criteria by which the student will consequently be adjudged to be a estimable artist . The teacher s retort to this student , as mortal who is simply not compliant up to standard of artistic practice , leads her to treat the student the amount of time and effort he is likely to demand and of the improbability of his ever being able to assume the necessary skill to pass a public assessment in the subject . Her pedagogy in relation to this student as a result becomes one subjugated by the need for repression and surveillance rather than by a stress on development Against this , there is the teacher who , on encountering an almost same situation , assesses the student s work (a ) within the potential frames of allusion of a hypothetical alternative set of cultural practices and predilections , This might not match to the criteria by which the student s capability will be judged here , but could they perhaps conform more strongly to those that apply somewhere else , as well as (b ) within the framework of the skills and general expertise the student will require in to be considered fitted within the terms of reference of the new symbolic value system within which they are now working (`What senseless skills will the student need to attain in to be successful in the public examination in this subjectThese two quite diverse perspectives on and interpretations of bilingual students work , part caused by deviating , autobiographically rooted views as to what the teacher s role must be , can lead to two quite distinct pedagogies and contribute to two very diverse information outcomes (Alladina , Safder . 1995The risk in making such identifications along with comparisons of teachers practice lies partly in its instant openness to misinterpretation . There is evermore the prospect , for instance , that the critical analysis of positive episodes of classroom practice will be read as a common criticism directed toward all teachers , signifying that they have a personal and exclusive accountability for eachthing that goes wrong with a student s education a view in like manner often originating from the official views and agendas of central government . There are as well the dangers that case studies can generalize the `messy complexity of the classroom and its never more than `partially apprehend able practice (Goodson and Walker 1991 ,.xii , or that they can entertain attention from where and in whose hands the larger troubles lie . On the other hand , teachers are , very keen to develop the case of their work and find it as practical to reflect upon examples of futile practice as to imitate upon examples of practice that appear to be `goodTeachers do not require being secluded from notions of improvement surely , to treat them as if they do is as impertinent as to believe that their presented experience and expertise must be ignoredTeaching to children s low level of English is found even in bilingual programs and in spite of the children s academic proficiency in their first language . In several schools the bilingual language curriculum is so impecunious that children cannot function in the more complex English-language lessons except at the lowest levels available . In writing instruction for secondary level limited English-proficient students , writing is frequently used mainly in response to test items or worksheets , to the elimination of more demanding expository writing ( gangsters moll Diaz , 1986More lately , this mistakable phenomenon has become apparent in computer instruction . little and LEP students do drill and practice affluent and English-fluent students do predicament solving and programming ( Boruta Carpenter , Harvey , Keyser , Labonte , Mehan Rodriguez , 1983 Mehan Moll Riel , 1985 . In all cases , students are locked into the lower levels of the curriculumPart of the predicament is the devastating pressure to make LEP students fluent in English at all be . encyclopedism English , not reading , has become the unequivocal goal of instruction for these students , even if it places the children susceptible academically . This prominence usually based on the assumption that a lack of English skills is the prime if not sole determinant of the children s academic failure , has become yet another means to preserve the educational status quo and contributes significantly to the domineering failure rate of Latinos and other minority youth in schools . This argument does not counteract the goal of children mastering English and achieving rationally in that language . Parents and teachers want that it is obviously an important goalThe pedagogical organization for the reductionist practices described above is as follows : These children require study how to deal with English-language schooling therefore it is crucial that they learn English as soon as possible otherwise they might never be competent to benefit from instruction . Thus , while faced with LEP children , usually at diverse levels of English-language blandness , the foundation makes it seem quite rational for teachers to group children by fluency and regulate the curriculum accordingly , typically head start with the teaching of the simplest skill at least until the children know adequate to(predicate) English to benefit from more advanced instruction . Of course , skill English will take a little time , and the students might fall so far foot academically that disappointment is guaranteed . That risk seems inevitable to those who advocate this approachRecent classroom ethnographies , as well as other types of observational studies , charge the strong connection in the midst of social interactions that structure educational events and academic implementation (Diaz , Moll Mehan , 1986 Mehan , 1979 . These studies argue that what goes on in the classroom counts , and that it counts a lot . They transfer the responsibility for school failure away from the distinctiveness of the children and toward a more common societal process . The root word of students problems in school is not to be found in their language or culture it is to be found in the social organization of schoolingWhile student characteristics do matter , while the same children are shown to be under modified instructional arrangements it become clear that the problem s minority children face in school should be viewed as a result of institutional arrangements which entangle certain children by not capitalizing fully on their talents and skills . This conclusion is pedagogically positive because it suggests that just as academic failure is generally make , academic success can be communally arrangedThe work of Vygotsky ( 1978 ) provides a source of ideas for develop effective teaching and learning surroundings . His ideas are an influential supplement to ethnography because they state practical steps to take advantage of the interactional patterns that ethnographical studies so appropriately describeHumans are inevitably social beings . As all learning occurs in social and historical environments , these environments play a decisive role in an individual s learning and development . Human beings themselves through their social relations , form the social environments in which they function and in which they learn thus , social interactions are the major mechanism through which humanity beings create change in environments and in themselvesVygotsky (1978 ) points out that these individual-environment interactions are rarely direct . Humans use tools (e .g , speech , reading writing , mathematics , and most recently , computers ) to intercede their interactions with their physical and social environment . A primary property of tools (be it speech or writing ) is that they are first used for communication with others to intercede contact with the world . Much later they are used to mediate relations with self , as we internalize their use and they develop part of our behavioral repertoire . Thus Vygotskian theory posits a strong correlation between intellect activity and external , practical activity interceded by the use of psychological tools such as literacyThe point , however , isn t just that all learning takes place in a social framework and that the use of tools is a well-known characteristic of human beings , but rather than the trail of intellectual development moves from the social to the individual .

The academic skills children acquire are directly related to how they interrelate with adults and peers in explicit problem-solving environments ( Vygotsky , 1978Children internalize the kind of help they obtain from others and ultimately come to use the means of focussing initially provided by others to direct their own consequent problem-solving behaviors . In other words , children first execute the suitable behaviors to complete a chore with someone else s supervision and direction (e .g , a teacher or peer ) before they complete the task proficiently and independent of outside direction or assistanceVygotsky intimates the instructional implications of this connection between social interface and individual psychological action through his notion of a zone of proximal development . This zone is distinct as the distance between what children can accomplish autonomously (the actual developmental level ) and what they can achieve with the assist of adults or more capable peers (the proximal developmental level . Vygotsky suggests that the proximal level reveals , in a real sense , the child s future the skills or behaviors that are in the procedure of developing or maturingFor instruction to be effective it should be aimed at children s proximal level , at the future , and social interactions within the zone require to be organized to prop up the children s performance at the proximal level until they are capable to perform independent of help (upon internalization . Instruction aimed at the actual developmental level is useless because those behaviors have already matured and been mastered by the children . Likewise , aiming instruction underneath the actual developmental level or way beyond the proximal level is as ineffective . The trick is to aim instructional activities proximally while pass the social support or help to ease performance at those levelsIt is also observed that the significant issue of the cultural exclusivity of literature can be approached by rethinking what it is that we re doing when we read texts with pupils in English classrooms It might be more positive and less culturally restricted , to believe English teaching as an educational practice that is centrally concerned with reading practices , and that is fire in diverse texts and how they might be read and interpreted . This approach opens the textual field limitlessly and resolves the problematic issue of canonicity . It entails a significant extension to the reading practices of English teachingIt is as well found that current bilingual education teaching and learning strategies gain from a holistic approach for biliteracy instruction ( Rigg Scott Enright , 1986 Rivers , 1986 . Such an approach values the bilingual students background knowledge and strengths in developing husking and doubtfulness learning modes . Thus teaching is hasty rather than structured instructionHolistic teaching amalgamates multi-level of communication skills listening , speaking , reading , and writing concurrently in the learning process . The entire , rather than its parts , are significant . From a holistic teaching approach , reading and writing are related processes Reading can generate writing and writing generates reading . It must be noted that an approach derives from a theoretical perspective , whereas a method or technique is a practical relevance based on an approachHolistic teaching approaches utilize the four communication skills in every learning situation . Students learn not simply through formal instruction , but through the possibilities of discovery and inquiry Learners , furthermore , are bounded by meaningful language contexts in which they can commence and react in the discovery and inquiry process and imaginatively seek to learn in a reactive , impulsive manner , rather than in passive , structured learning settingsThe holistic teaching methods and strategies most historied in recent research for bilingual children developing literacy skills in two languages are the language experience approach , dialogue journal writing , the conference-centered approach , and ethnographic teaching methods . These approaches center on the communicative functions of bilingual development livelihood researchers who advocate the native literacy approach as a method to allow Latino children to develop expertise in their native language so that they can instigate to read in that language . This approach has the added benefit of demonstrating to children that their native language is renowned as valuable and valuableMost assaults on bilingual education jump from an unsupported fear that English will be pretermit in the United Kingdom , whereas , in fact , the remain of the world fears the opposite the attraction of English and interest in British culture are seen by non-English-speaking nations as an determent to their own languages and cultures . It is duplicitous because most opponents of using languages other than English for instruction also desire to encourage foreign language requirements for high school graduation . Finally , it is regressive and xenophobic as the rest of the world considers capability in at least two languages to be the marks of good educationEducating bilingual students has to go outside merely teaching them English or merely sustaining their native language . The worlds of work demands that graduate attain not only high-level literacy skills in English , and even facts of other languages , but also analytic ability and the capability to learn new things . Bilingual students have not simply the potential but also the right to be nimble to meet up the challenges of modern societyCriticisms of bilingual education are not all tenuous . Some bilingual programs are inappropriate for conveying quality education even if they have marked off some successful students . Much of the quotation goes to the daring efforts of individual teachers (Brisk , 1990 , 1994aNumerous bilingual programs are substandard . approximately than offering a blanket approval for programs on the basis of whether they use the children s native language , advocates of bilingual education need to be selective by supporting only those programs and schools that hold fast to the principles of good education for bilingual students . Bilingual education too often falls victim to political , economic , and social forces that feed on unfavorable attitudes toward bilingual programs teachers , students , their families , languages , and culturesSuch approaches translate into school characteristics that limit quality education for language minority students . seek on effective schools exhibits that schools can arouse academic achievement for students regardless of how situational factors persuade them . Deliberations of language and culture facilitate English language development devoid of sacrificing the native language and the ability to function in a cross-cultural worldImplementation and evaluation of bilingual education programs require to move beyond supporting what have too often become compensatory programs All students , but particularly bilinguals , deserve quality programs that prevail over negative stereotypes . riotous consequences from empirical research and experience can help show the wayNumerous bilingual programs exist as school districts must suffer with legislation and court decisions . They survive in segregation within unsupportive schools where the attitudes toward the program are negative and the prospects of students are low . Students reject their identity in schools that do not exact their culture , but cannot adopt a new one Commins , 1989 . Such students often become angry and unsettling ( Brisk 1991b McCollum , 1993 cardinal wonders what the achievements of such students would be if their energies were enlightened by an environment in which they no longer desired to trade ethnicity for school learning ( Secada Lightfoot , 1993 ,. 53Schools without clear goals depend on the individual teacher for the quality of the program and are more vulnerable to ideological pressures indigent of explicit goals for bilingual education , confusion and discontent between staff and community are expected results . Lack of leadership and inclusion of the program leads to disparities in opinion with respect to the purpose of bilingual education . While English-speaking and a bilingual faculties do not share goals , a profound time out in communication develops amongst the faculty members affecting teachers , students , and language useThough many teachers are well qualified , escalating demands on personnel have resulted in the hiring of inadequately qualified teachers or the recycling of mainstream teachers with no training to teach bilingual students . Because the program is often seen as remedial , curriculums are narrow , materials are deficient , and assessment is inadequate to English language developmentSuch bilingual education programs must not be supported . The bilingual education should be supported not merely because it is good for bilingual students , but also because its accomplishment can benefit schools as a wholeReferencesAAhad M . Osman-Gani Zidan , S .S Cross-Cultural Implications of Planned on-the- job Training . Advances in Develpoing Human Resources vol .3 , no .4 , pp .452-460 . 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Chicago : University of Chicago PressTTA (Teacher Training Agency (1998 ) National Standards for Qualified Teacher Status , London , Teacher Training AgencyVygotsky L . S ( 1978 . Mind in society . Cambridge , MA : Harvard University PressWells G ( 1987 Apprenticeship in literacy . Interchange , 18 ( 12 109-123 ...If you want to get a full essay, order it on our website: Ordercustompaper.com

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