bilingual education ppp
TRANSCRIPT
BILINGUAL E
DUCATION
B Y : C A R L OS C E R R A T O
NA D
I A DO
NA I R E
BILINGUAL EDUCATIONEducation in an English-language school system in which
students with little fluency in English are taught in both their native language and English
Bilingualism is commonly defined as the use of at least two languages by an individual (ASHA, 2004). It is a fluctuating system in children and adults whereby use of and proficiency in two languages may change depending on the opportunities to use the languages and exposure to other users of the languages.
IMPACTS OF BILINGUAL EDUCATION
The experimental group students (N = 86) had received one or more years of bilingual instruction at the elementary level while the control group students (N = 90) had not participated in an elementary bilingual program. While differences in grade-point average (GPA) and absenteeism were small, the bilinguals were less likely to drop-out and experienced fewer retentions. Secondary analyses focused on the relationships within the experimental group between number of years enrolled in bilingual programs and secondary school outcomes
READING AND LANGUAGE OUTCOMES Emphasized the importance of English, but for very different
reasons. Parents focused on their children's language learning as a measure of their academic progress, and a tool for future opportunities; children treated language as a tool for particular kinds of identities-
EXECUTIVE CONTROLThe processes that control and coordinate
skills and habits, allowingyou to choose among tasks, monitor and
adjust your performance,and change tasks if you need to.
IMPORTANT CONCEPTS FOR BILINGUAL RESULTS.Response suppression occurs when a new factor is introduced
Inhibitory control is the process of altering one's learned behavioral responses in a way that makes it easier to complete a particular goal
Cognitive flexibility has been described as the mental ability
to switch between thinking about two different concepts, and to think about multiple concepts simultaneously
COMPONENTS OF EXECUTIVE CONTROL WITH ADVANTAGES FOR BILINGUAL CHILDREN IN TWO CULTURES. The bilingual children in different settings are faster than
monolinguals in conditions based on inhibitory control and cognitive flexibility but there was no significant difference between groups in response suppression or on a control condition that did not involve executive control.
Three components of executive control:1 Response suppression 2. Inhibitory control3- Cognitive flexibility.
RESULTS
These results contribute to understanding the mechanism responsible for the reported bilingual advantages by identifying the processes that are modified by bilingualism and establishing the generality of these findings across bilingual experiences. They also contribute to theoretical conceptions of the components of executive control and their development.
Bilingualism is responsible for the enhanced executive control
ABSHBy using the best teaching practices and incorporating 21st
century skills with high educational standards, schools create citizens who will have the skills and attributes to be lifelong learners and future leaders.
Our schools should develop students with integrity, sportsmanship, and respect for others.
High teacher quality is achieved through sharing, collaboration, and a comprehensive professional development program.
Service learning creates empathy, a sense of community, national identity and pride.
