4.15.1: Language Development Within the Education System
- Page ID
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)An educator can help a child with language delays in several ways:
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Identification. Educators can be aware of the signs of language delays and refer children who may be experiencing delays to speech-language pathologists or other professionals for assessment.
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Providing extra support. Educators can provide extra support in the classroom by breaking down instructions and tasks into simpler steps, using visual aids, and providing extra repetition and practice.
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Creating a language-rich environment. Educators can create a language rich classroom environment by incorporating a variety of activities that promote language development, such as reading, writing, and storytelling.
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Building on the child's strengths. Educators can build on the child’s strengths by using their interests and experiences to create engaging and meaningful learning opportunities.
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Collaborating with parents and other professionals. Educators can work closely with parents and other professionals, such as speech-language pathologists, to develop and implement strategies to support the child's language development.
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Differentiated instruction. Educators can provide differentiated instruction to adapt the learning to the child's specific needs and abilities.
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Being patient and encouraging. Educators can be patient and encouraging when working with children with language delays, as they may need extra time to process information and express themselves.
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Keeping in mind that language delays can have different causes, and that each child is unique, so the approach should be individualized and tailored to the child's specific needs.
It’s important to note that early intervention is crucial for children with language delays, so it's important for educators to identify and support these children as soon as possible. According to bilingual education statistics, around half of the human race is bilingual to some extent. The need to teach students in both their mother tongue and another foreign language is increasing day by day.
Nevertheless, the effectiveness of this type of education remains subject to debate. Some consider it highly necessary, while others think that this education principle can be stressful for students.
The Fiscal Times reported that recent studies showing the cost of bilingual education concluded that such an education model requires more funds than the traditional approach. In some states, the extra cost for bilingual education ranges between $200 and $700 per student. For example, schools in Texas with a bilingual program spend $402 more per pupil than schools that don’t provide bilingual education. There is a national shortage of teachers, in particular Hispanic teachers, who only account for 9% of the workforce. Many states such as Mississippi, South Carolina, and Kentucky, which traditionally did not have bilingual education programs, have implemented them in response to the drastic increase in the Latino population in those states.
The National Center for Education Statistics reported that statistics regarding bilingual education in elementary school show that ELL student enrollment accounts for 14.7% of city schools, 9.6% of schools located in suburban areas, 6.8% of town schools, and 4.1% of schools in rural areas. In addition, ELLs account for a higher percentage of students with low grades.
An estimated 5 million English language learners are within the public school system and we expect to see that number continuously increase over the years. “According to the National Center for Education Statistics (NCES), students who speak English as a second language are more likely to struggle with academics, and only about 67% will graduate from public high school in four years—whereas the average for all students is 84%”. ELL students can better develop their English proficiency and close the gap in achievement by participating in language assistance programs or bilingual education programs, the NCES explains.
Research demonstrates that early language exposure is the strongest predictor of third grade reading proficiency, which has a lifelong impact on education and health outcomes. Eighty-five percent of brain growth occurs before birth and during the first three years of life, creating the foundation for all later learning. Studies find that early language environments differ dramatically based on socioeconomic status and there are measurable differences in the number of words children are exposed to (language nutrition), creating a disparity referred to as the 30 million word gap. By the age of three, children from high income families have double the vocabulary as children from low income families. Currently, only 34% of Georgia children read proficiently by the end of the third grade, 23% if low-income. (Durrence, 2018).
However, it should not be overlooked that bilingual individuals are better able to accept others for their differences. Bilingualism has been shown to delay the onset of symptoms associated with Alzheimer’s disease in older adults. The impact of bilingualism spans the life of an individual and has long-lasting benefits for health and education. Research shows that bilinguals earn higher salaries than monolinguals and are sought after by employers at a much higher rate.
“The benefits of bilingual education can begin with students in elementary school and follow them throughout their lives. The impact of education can lead to a variety of outcomes depending on whether ELL students learn English in a monolingual or bilingual environment. Educators working in diverse classrooms or as school leaders should consider the benefits of bilingual education when creating curricula and establishing desired student learning outcomes” (American University School of Education Online Programs, 2018).
In an op-ed published in Florida International University News in 2019, three researchers dispelled some long standing misconceptions about bilingualism and early child development:
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Being exposed to two languages will not confuse a child.
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Autistic children can be raised as bilinguals; bilingualism will not negatively affect autistic children’s language development (Lund, Kohlmeier, & Durán, 2017). In fact, bilingualism has been shown to help autistic children with cognitive flexibility (Gonzalez-Barrero & Nadig, 2018).
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A child’s proficiency level in the heritage language (for example, Spanish) is related to how much input he or she receives in that language.
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To achieve full bilingual proficiency, one must speak the two languages as much as possible.
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Immigrant parents should never be discouraged from speaking their native language to their children.
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When parents talk to their babies in their native heritage language (e.g., Spanish), it helps babies learn English better later in life, versus speaking in non-native English. (Baralt et al., 2019).
For educators, it is important to prepare students for the workforce in the helping professions, and integrating content relative to the culture and current generation trends is conducive to creating an engaging learning environment for students. Many students who are bilingual face barriers and stigma because of accents, type of language spoken, and cultural affiliation. It is often the expectation that Hispanic children are fluent in speaking and reading Spanish, although it may not be the culture within their school setting with peers. It is important for educators to support and encourage bilingualism within the classroom. Content integration deals with the extent to which teachers and advisors use examples and content from a variety of cultures and groups to illustrate key concepts, principles, generalizations, and theories in their subject area or discipline. The infusion of ethnic and cultural content into a subject area is logical and not contrived when this dimension is implemented properly.
In the field of education and psychology, the importance of bilingual education has not been clearly emphasized and therefore can inadvertently promote the continuance of monolingualism for many families. Educators and counselors should use bilingual education as a method to reduce prejudice and promote multicultural education to help students develop positive and democratic racial attitudes. Bilingual and multicultural education also help students to understand how ethnic identity is influenced by the context of schooling and the attitudes and beliefs of dominant social groups. Students should be encouraged to join clubs and organizations to better understand race/racism, gender roles, and social class to support bilingualism and engagement among their diverse student body.
There is continuous debate about whether educators should use brain research to their advantage in the classroom. This debate should not prevent educators from using their newfound knowledge toward enhancing their students’ learning. By understanding how the brain learns, educators can determine what physical, mental, social, and cognitive developmental levels the child has reached. The more knowledge an educator has and applies, the better the children will learn, and our future leaders will be better educated (Wasserman, 2007).