Bilingualism and Home Language Use
Beverly A. Paul * SEI/301 * Dr. K. Kopczynski * 6/15/15
Socio cultural aspects for bilingual students in the classroom
- Lack of understanding of multiple views, lessons, responsibilities, etc.
- Characteristics of various languages can be misdiagnosed an/or given inappropriate instruction
- Additional comfort factor in using native language
- Varied backgrounds can result in stereotypes, prejudices, and discriminatory behaviors
- Learning in one culture then learning in another culture can result in some confusion and dislocation during the learning process
- Language primarily learned in a socio cultural content can be influenced by social and cultural conditions by which one is born and raised (Poplin & Phillips, 1993)
Cultural Impact of bilingualism & home language use
- Encourage native language speaking at home
- Better chance at academic success when home language is maintained
- Teacher can provide information, support, and language resources
- Encourages discussions about class work and home work with parents
- Regardless of language, being able to understand and work with ideas and concepts enhances education and academics
- Strong language foundations enables students to learn, speak, and write English better
- Ability to share personal experiences
- Maintain bond to native culture and heritage
- Bilingualism opens doors to business and cultural opportunities (Language Lizard, 2012)
Strategies & Resources for cultivating home & school partnerships
- Value the importance of being bilingual
- Build a shared vision among family, school staff, and the community
- Encourage parental involvement at home and in the classroom
- Develop new collaborative relationships with mutual respect, trust, and friendships
- Build a broad base of support
- Identify opportunities for sharing resources
- Participation in joint activities (Molloy, et. al., 1995)
Strategies for evaluating the effectiveness of the home & school partnerships
- Utilize partnerships that are committed to accomplishing a goal
- Involve structure, flexibility, trust, and confidence
- Provide effective leadership
- Encourage parental involvement at home and in the classroom
- Value the importance of being bilingual
- Provide mutually beneficial interactions between diverse partners
- Work to improve programs, policies and practices (Harvard Family Research Project, 2005)
The role of leadership in cultivating a positive home & school partnership for ELL students
- Encourage ELL parents to take on leadership roles such as become more familiar with school policies and the environment
- Encourage parents and partners to advocate for school programming and/or improvements
- Encourage parent advisory groups and PTA groups
- Take on teacher and administration leadership roles by becoming familiar with new cultures and different environments
- Understand the necessity for professional development and the impact it will have on becoming a better teacher
- Encourage leadership from school partnerships and communities to improve programs and opportunities for ELL students such as inviting local services to the school to discuss their services , organizations, and/or opportunities (Breiseth, 2011)
References
Harvard Family Research. (2005). Evaluating partnerships: Seven success factors. Retrieved on June 11, 2015 from http://www.hfrp.org/evaluation/the-evaluation-exchange/issue-archive/complementary-learning/evaluating-partnerships-seven-success-factors
Images. (2015). Various images. Retrieved on June 11, 2015 from http://www.search.yahoo.com
Language Lizard. (2102). Supporting bilingualism-4 reasons parents should speak heritage language at home. Retrieved on June 11, 2015 from http://www.blog.languagelizard.com/2012/01/11/supporting-bilingualism-4-reasons-parents-should-speak-heritage-language-at-home/
Molloy, P., Fleming, G., Rodrigues, C., Saavedra, N., Tucker, B., Williams, D. (1995). Building home school community partnerships: The planning phase. Retrieved on June 11, 2015 from http://www.sedl.org/pubs/fam01/planning.pdf
Poplen, M. & Phillips, L. ((1993). Socio cultural aspects of language and learning. Retrieved on June 11, 2015 from http://www.jstor.org/stable/1511334?seq=1#page_scar_tab_contents