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Bilingual Certification > Foundations of Bilingual Education > Flashcards

Foundations of Bilingual Education Flashcards

1
Q

Q: How has federal legislation affected bilingual education?

A

A: Laws such as Title III of the No Child Left Behind Act established funding and standards for ELL programs.

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2
Q

Q: What was the significance of the Lau v. Nichols case?

A

A: It required schools to provide language support to non-English-speaking students, laying the groundwork for bilingual programs.

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3
Q

Q: Describe the purpose of dual-language (two-way bilingual) programs.

A

A: To promote bilingualism and biliteracy for both English-speaking and non-English-speaking students.

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4
Q

Q: What is structured immersion in bilingual education?

A

A: A model where non-English-speaking students are taught in English with limited native language support.

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5
Q

Q: What is a transitional bilingual education program?

A

A: A program aiming to transition students to English-only instruction after a certain period.

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6
Q

Q: How does additive bilingual education differ from subtractive bilingual education?

A

A: Additive enhances both languages; subtractive replaces the native language with English.

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7
Q

Q: What are the goals of maintenance bilingual education?

A

A: To develop and maintain proficiency in both the native language and English.

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8
Q

Q: What is an early-exit bilingual program?

A

A: A program that transitions students to English-only instruction typically within 2-3 years.

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9
Q

Q: What defines a late-exit bilingual program?

A

A: A program that extends native language instruction beyond the primary grades.

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10
Q

Q: What are the benefits of bilingual education for students?

A

A: Academic achievement, cultural identity, cognitive advantages, and bilingualism.

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11
Q

Q: What is CR Part 154?

A

A: New York regulations defining the provision of bilingual and ESL services.

CR Part 154 refers to the Commissioner’s Regulations Part 154, which are guidelines in New York State that outline requirements for educational programs and services for English Language Learners (ELLs) or Multilingual Learners (MLLs). These regulations ensure that ELL students receive the appropriate support to achieve academic success and English proficiency while also valuing and supporting their home languages and cultures.

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12
Q

Q: Name a current requirement for New York bilingual education programs.

A

A: Compliance with New York State Learning Standards in native-language arts and English.

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13
Q

Q: How does the No Child Left Behind Act impact bilingual education?

A

A: Through Title III, which funds language instruction programs for ELLs.

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14
Q

Q: What are the New York State Learning Standards for ELLs?

A

A: Standards outlining expectations for student achievement in English language arts and native language.

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15
Q

Q: What is the purpose of program entry and exit criteria in bilingual education?

A

A: To ensure appropriate placement and transition of ELLs within bilingual education.

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16
Q

Q: What is one limitation of submersion programs?

A

A: They often do not provide adequate language support for non-English speakers.

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17
Q

Q: How can teachers communicate the benefits of bilingualism to parents?

A

A: By sharing research on cognitive, academic, and social advantages of bilingualism.

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18
Q

Q: What is a common feature of effective bilingual education programs?

A

A: Clear goals for both language development and academic achievement.

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19
Q

Q: What distinguishes developmental bilingual education programs?

A

A: They aim for long-term bilingualism and academic achievement in both languages.

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20
Q

Q: Name a key benefit of dual-language programs.

A

A: Both native English speakers and ELLs become proficient in two languages.

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21
Q

Q: What was the purpose of the Bilingual Education Act of 1968?

A

A: To provide federal funding to support bilingual education initiatives.

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22
Q

Q: How can schools involve community members in bilingual education?

A

A: By offering informational sessions on the goals and benefits of bilingual programs.

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23
Q

Q: What is the research finding on the effectiveness of additive bilingual education?

A

A: It promotes cognitive flexibility, higher academic performance, and cultural inclusion.

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24
Q

Q: How do subtractive models of bilingual education affect students?

A

A: They may lead to language loss and affect cultural identity negatively.

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25
Q

Q: Describe the goal of New York’s ESL standards.

A

A: To guide English language development and support content area learning.

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26
Q

Q: Why is it important for bilingual programs to have clear exit criteria?

A

A: To ensure students are ready for English-only instruction without compromising academic success.

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27
Q

Q: What does research suggest about students in dual-language programs?

A

A: They tend to outperform monolingual peers in various academic subjects.

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28
Q

Q: How does Title III support ELL students?

A

A: By funding language programs and setting standards for bilingual education.

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29
Q

Q: What is one goal of transitional bilingual programs?

A

A: To facilitate students’ transition to English-only classrooms.

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30
Q

Q: Name a court case that influenced bilingual education.

A

A: Lau v. Nichols.

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31
Q

Q: How should teachers inform parents about bilingual education programs?

A

A: Through informational meetings, translated materials, and open communication.

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32
Q

Q: What is the philosophy behind maintenance bilingual programs?

A

A: To maintain and develop students’ native language alongside English.

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33
Q

Q: Why is bilingual education significant in the U.S. historical context?

A

A: It supports immigrants and maintains cultural diversity.

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34
Q

Q: What is one impact of the No Child Left Behind Act on bilingual education?

A

A: Increased accountability for ELL student performance.

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35
Q

Q: What is a benefit of bilingual education for the community?

A

A: Greater cultural awareness and enhanced social cohesion.

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36
Q

Q: Why are bilingual education models varied?

A

A: Different models cater to diverse student needs, linguistic backgrounds, and program goals.

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37
Q

Q: What does the 14th Amendment guarantee regarding educational rights?

A

A: It guarantees that no U.S. state can pass laws that limit the privileges of its citizens or deny any person equal protection under the law.

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38
Q

Q: How did the Brown vs. Board of Education (1954) decision impact public education?

A

A: It declared that segregated public schools were unconstitutional and ordered their desegregation, making public education a right for all on equal terms.

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39
Q

Q: What was the significance of the Civil Rights Act of 1964, Title VI?

A

A: It banned discrimination in federally funded programs and required schools to provide meaningful instruction to all students.

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40
Q

Q: What did Title VII of the Elementary and Secondary Education Act (ESEA) of 1968 establish?

A

A: It allocated supplementary funds for schools to create programs to meet the special needs of students with limited English proficiency (LEP).

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41
Q

Q: What did the Equal Educational Opportunity Act of 1974 aim to address?

A

A: It aimed to eliminate barriers that impede equal participation for students in educational programs.

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42
Q

Q: Why was the Lau vs. Nichols (1974) case significant for LEP students?

A

A: It established that providing English-only instruction to LEP students without additional support did not constitute equal treatment.

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43
Q

Q: What was the Supreme Court’s ruling in Lau vs. Nichols regarding LEP students?

A

A: The Court ruled that meaningful education must be provided, as English-only instruction prevented LEP students from accessing education equally.

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44
Q

Q: What did the Department of Health, Education, and Welfare (HEW) require in 1975 for LEP students?

A

A: HEW issued guidelines for schools to provide appropriate education to LEP students, known as “Lau Remedies.”

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45
Q

Q: What happened to the “Lau Remedies” under President Reagan’s administration?

A

A: The “Lau Remedies” were ended during President Reagan’s administration in the 1980s.

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46
Q

Q: Why did the Supreme Court criticize the requirement of basic English skills for participation in educational programs?

A

A: The Court argued that making English proficiency a prerequisite for education would mock the purpose of public schooling.

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47
Q

Q: Why did the Supreme Court criticize the requirement of basic English skills for participation in educational programs?

A

A: The Court argued that making English proficiency a prerequisite for education would mock the purpose of public schooling.

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48
Q

Q: What was Proposition 227, and how did it impact bilingual education in California?

A

A: Proposition 227 virtually eliminated bilingual education programs in California, mandating English-only instruction for LEP students.

49
Q

Q: How did a judge respond to Proposition 227 regarding academic deficiencies in ESL students?

A

A: A judge ruled that schools must remedy academic deficiencies caused by English-only instruction for ESL students.

50
Q

Q: What was the outcome of the 1996 California State Board of Education’s decision on bilingual education?

A

A: It granted waivers to four school districts to continue bilingual programs, allowing “sheltered English immersion” to help students learn English quickly.

51
Q

Q: What was the Quiroz et al. vs. State Board of Education case about?

A

A: It challenged the state’s English-only instruction, asserting it violated the rights of LEP students by excluding their native languages in schools.

52
Q

Q: How did the California State Board of Education handle reclassification provisions in 1999?

A

A: It removed state-level reclassification provisions, allowing local school districts to set their own criteria for re-designating LEP students as Fluent English Proficient (FEP).

53
Q

Q: What did the 1997 court ruling allow the State Board of Education in California to do regarding school district waivers?

A

A: It allowed the Board to grant waivers for bilingual programs, letting districts comply only with federal laws, not restrictive state laws.

54
Q

Q: What is “dual-language instruction” in bilingual education?

A

A: Dual-language instruction is a model where students receive instruction in both English and another language, often with equal emphasis on both.

55
Q

Q: How can the language split be structured in dual-language programs?

A

A: The split can be equal (50% in each language) or weighted differently (e.g., 80% in one language, 20% in the other).

56
Q

Q: How are teaching assignments organized in dual-language programs?

A

A: Teachers may work alone or in pairs, with each teacher instructing in one language.

57
Q

Q: What significant change occurred in California bilingual education policy in 1999?

A

A: Local school districts gained authority over LEP reclassification, making the process locally determined rather than state-regulated.

58
Q

Q: What is the goal of transitional bilingual education?

A

A: To use a student’s home language to achieve literacy and transition to the target language of instruction quickly.

59
Q

Q: How does the weight of language use change in transitional bilingual education?

A

A: The weight of the home language decreases and the target language increases as students mature, aiming for 100% instruction in the target language by 5th grade.

60
Q

Q: What is the goal of maintenance bilingual education?

A

A: To maintain and improve students’ home language skills while simultaneously teaching the target language.

61
Q

Q: How can a maintenance bilingual education program be structured?

A

A: It can be structured with one or two teachers, delivering content in both languages, alternating subjects or semesters between languages.

62
Q

Q: What is the goal of two-way immersion programs?

A

A: To produce students who are literate in both their home language and the target language.

63
Q

Q: How are languages used in a two-way immersion program?

A

A: Students are taught in both their home language and the target language throughout their school career.

64
Q

Q: What is one-way immersion?

A

A: A model where students receive (almost) all instruction in the target language, typically English for non-English speakers or another language like Spanish for English speakers.

65
Q

Q: How does one-way immersion differ from dual-language immersion?

A

A: One-way immersion primarily uses one language for instruction, gradually introducing the other language, whereas dual-language immersion balances instruction in both languages from the start.

66
Q

Q: Who are heritage language learners?

A

A: Students who grow up in an English-speaking culture with some exposure to their heritage language, often having varying levels of proficiency and literacy.

67
Q

Q: What is the goal of heritage language education?

A

A: To increase students’ abilities in their heritage language, improving fluency and literacy through targeted instruction and programs similar to maintenance bilingual education.

68
Q

Q: What is the subtractive/deficit perspective on bilingual education?

A

A: It focuses on a student’s lack of ability in the target language, viewing the home language as a liability, and aims to transition students to the target language as quickly as possible.

69
Q

Q: What does the additive/enrichment perspective on bilingual education emphasize?

A

A: It celebrates a student’s preexisting language abilities, seeing the home language as an asset for learning and literacy, and supports maintaining and building on the home language.

70
Q

Q: What is the “silent period” in bilingual development?

A

A: It is a stage where a learner understands a second language but does not yet produce it, a normal phase of language acquisition.

71
Q

Q: What is language mixing in bilingual children?

A

A: It occurs when a child uses words or phrases from two languages in the same conversation, often when interacting with monolingual speakers of either language.

72
Q

Q: What is codeswitching, and how is it different from language mixing?

A

A: Codeswitching is when a bilingual speaker alternates between two languages, often within a single sentence or conversation. Unlike language mixing, it occurs in fluent bilinguals and is not a developmental phase.

73
Q

Q: What is interlanguage in bilingual students?

A

A: It is a stage where students use a cohesive, rule-bound form of the target language, often influenced by the rules of their home language.

74
Q

Q: What is the difference between simultaneous and sequential bilingualism?

A

A: Simultaneous bilingualism occurs when a child is exposed to two languages from birth, while sequential bilingualism occurs when a second language is learned later, often after the first language is already established.

75
Q

Q: How does transferring linguistic knowledge between languages work?

A

A: Skills learned in a student’s home language can transfer to the target language, especially if the two languages share an alphabet or writing system.

76
Q

Q: What is contrastive analysis in bilingual education?

A

A: It is the awareness of similarities and differences between a student’s home language and the target language, used to shape instruction and anticipate student errors based on negative transfer from the home language.

77
Q

Q: Why must a bilingual teacher be aware of cultural norms in language use?

A

A: Because different cultures have varying norms for both verbal and nonverbal communication. Teachers should use each language authentically and respect its cultural norms without valuing one set over another.

78
Q

Q: Why must a bilingual teacher be aware of cultural norms in language use?

A

A: Because different cultures have varying norms for both verbal and nonverbal communication. Teachers should use each language authentically and respect its cultural norms without valuing one set over another.

79
Q

Q: How can the cultural context of language learning affect student interactions?

A

A: Cultural differences in respect, attention, and care influence teacher-student and parent-teacher interactions. Instruction should be linguistically and culturally inclusive to accommodate these differences.

80
Q

Q: What is the affective filter in language acquisition?

A

A: The affective filter refers to emotions like discomfort or stress that can hinder language learning. Students whose home language and culture are not valued may feel less motivated to succeed in school and may stop speaking their home language.

81
Q

Q: What role does the home environment play in bilingualism?

A

A: Parents are the primary language teachers for the first five years of a child’s life. A home that values both languages and cultures helps foster true bilingualism, even in dominant-culture environments.

82
Q

Q: What is comprehensible input according to Krashen’s language learning hypothesis?

A

A: Comprehensible input is language that learners can understand, but it contains words and structures just beyond their current language ability, often referred to as i + 1.

83
Q

Q: How can teachers use comprehensible input in a bilingual classroom?

A

A: Teachers can introduce new words using familiar vocabulary (e.g., using “grandma” when students already know “mom”). This allows students to deduce new words from context.

84
Q

Q: How can teachers access students’ prior knowledge when teaching the target language?

A

A: Teachers can draw on students’ knowledge from their home language or experiences to help them understand new concepts or words in the target language.

85
Q

Q: What is one way to leverage students’ prior knowledge for target language instruction?

A

A: Providing target language texts and books that connect with students’ prior life experiences helps them relate new knowledge to what they already know.

86
Q

Q: How can teachers create a language-rich environment?

A

A: Teachers can label classroom objects in the target language, post word walls, read aloud to students, and encourage communication in the target language to immerse students in language learning.

87
Q

Q: Why is giving explicit instruction in context important in the bilingual classroom?

A

A: It helps students understand how language functions by connecting new vocabulary or grammatical structures to meaningful content, such as prefixes, verb forms, or dialogue functions.

88
Q

Q: What are the four domains of language that bilingual teachers should integrate?

A

A: The four domains are listening, speaking, reading, and writing, and they should be practiced and integrated through classroom activities.

89
Q

Q: How can teachers plan meaningful and purposeful literacy activities for older language learners?

A

A: By providing texts that are developmentally appropriate, avoiding materials that are too simple or not age-appropriate, which helps lower the affective filter and makes learning more engaging.

90
Q

Q: What does it mean to scaffold literacy activities in the bilingual classroom?

A

A: Scaffolding involves breaking down tasks into smaller, manageable steps, providing necessary skills before reading, and offering structured support to help students engage with texts meaningfully.

91
Q

Q: How can teachers differentiate instruction in a bilingual classroom?

A

A: Teachers can adjust the content, pace, and level of questions based on students’ abilities, using strategies like asking different levels of questions or providing different levels of texts to meet individual student needs.

92
Q

Q: Why is it important to focus on content-specific language functions in the bilingual classroom?

A

A: Students need to learn specific vocabulary and structures to complete tasks, such as compare and contrast, using words like “but,” “same,” and “different,” along with relevant academic vocabulary like “skeleton” and “feathers.”

93
Q

Q: How can teachers incorporate state standards in a bilingual classroom?

A

A: Teachers may need to teach academic and subject-specific vocabulary in both the home and target languages, ensuring students can engage with state standards while learning the content.

94
Q

Q: What is one way to adjust content instruction for bilingual learners?

A

A: Instead of changing the topic, teachers can modify the language level, using simpler words and structures to convey the same concepts.

95
Q

Q: How can employing different participation structures benefit bilingual students?

A

A: Using varied participation structures, like simple responses (e.g., “thumbs up if this is correct”), allows students to engage at their language and cognitive level, helping them process input and negotiate meaning.

96
Q

Q: What should teachers remember about fostering higher-order thinking in bilingual learners?

A

A: Even if students lack the language skills to express higher-order thinking, they do not lack the cognitive ability. Teachers should support the development of both language and thinking skills.

97
Q

What did the Civil Rights Language Minority Regulations of 1980 require for bilingual instruction?

A

Bilingual instruction must be delivered by qualified teachers, consisting of identification, assessment, services, and exit.

98
Q

What did the U.S. Supreme Court’s decision in Castaneda vs. Pickard (1981) establish?

A

It established the standard used by courts to examine educational programs for students with limited English proficiency (LEP).

99
Q

What are the three components required by the Castaneda vs. Pickard standard?

A
  1. A pedagogically sound educational plan for LEP students, 2. Enough qualified staff to implement the plan, 3. A system for assessing the program’s effectiveness.
100
Q

What responsibility did the U.S. Department of Education assign to State Departments of Education in the 1980s?

A

To monitor and enforce the minimum requirements for language remediation programs for LEP students.

101
Q

What are the requirements for reclassifying LEP students as FEP (Fluent English Proficient)?

A

Requirements include students demonstrating English proficiency, progressing to fluency.

102
Q

Which cases used the Castaneda vs. Pickard decision to evaluate school districts’ educational programs for LEP students?

A

Denver vs. School District No. 1 (1983) and Teresa P. vs. Berkeley Unified (1987).

103
Q

Which cases used the Castaneda vs. Pickard decision to evaluate school districts’ educational programs for LEP students?

A

Denver vs. School District No. 1 (1983) and Teresa P. vs. Berkeley Unified (1987).

104
Q

What does the 1974 Chacón-Moscone Bilingual-Bicultural Education Act provide?

A

It established transitional bilingual education programs in California, meeting federal guidelines for LEP students.

105
Q

What action did Governor Deukmejian take regarding bilingual education in California in 1987?

A

He vetoed the reauthorization of the Bilingual Education Act, allowing it to expire.

106
Q

What was the impact of California’s Proposition 227 on bilingual education in 1998?

A

It virtually outlawed public-school bilingual education, mandating English immersion for LEP students.

107
Q

What did the California State Board of Education adopt in 1999 regarding language instruction?

A

They adopted English Language Development (ELD) standards, aligning with standards for language arts and reading.

108
Q

What flexibility did California’s Senate Bill 6 provide regarding bilingual education?

A

It allowed local school districts the flexibility to choose between bilingual or English-immersion programs.

109
Q

What did Proposition 227 mandate for LEP students regarding immersion programs?

A

LEP students had to be placed in English immersion programs, typically lasting one year.

110
Q

What impact did Proposition 227 have on school obligations for LEP students’ learning time?

A

Schools were obligated to provide LEP students time to achieve academic grade/level proficiency in English.

111
Q

What did the Valeria G. vs. Wilson case involve in relation to Proposition 227?

A

An injunction against implementing Proposition 227 was denied, leading to its enforcement.

The case of Valeria G. v. Wilson involved a legal challenge to California’s Proposition 227, which was approved by voters in 1998. Proposition 227 significantly altered the state’s approach to educating students with limited English proficiency (LEP) by largely eliminating bilingual education programs and mandating that LEP students be taught primarily in English through a method known as Structured English Immersion. 

In response to the passage of Proposition 227, a group of plaintiffs, including LEP students and their parents, filed the Valeria G. v. Wilson lawsuit. They argued that Proposition 227 violated several federal laws and constitutional provisions, including the Equal Educational Opportunities Act of 1974, Title VI of the Civil Rights Act of 1964, and the Equal Protection Clause of the Fourteenth Amendment. The plaintiffs contended that the mandated one-year immersion program would not adequately address language barriers, thereby denying language minority students equal access to the core curriculum. 

The U.S. District Court for the Northern District of California denied the plaintiffs’ motion for a preliminary injunction to halt the implementation of Proposition 227, allowing the law to take effect as scheduled. Subsequently, after a trial, the district court ruled in favor of the defendants, upholding the constitutionality of Proposition 227. The plaintiffs appealed this decision, but the Ninth Circuit Court of Appeals affirmed the lower court’s ruling, maintaining that Proposition 227 did not violate the Equal Protection Clause. 

In summary, Valeria G. v. Wilson was a pivotal case that challenged the legality of Proposition 227’s shift from bilingual education to English-only instruction for LEP students in California. The courts ultimately upheld the proposition, leading to significant changes in the educational landscape for English language learners in the state.

112
Q

What was one outcome of Proposition 227 for bilingual programs in California?

A

It promoted English immersion over bilingual programs, aligning with English-only instruction initiatives.

113
Q

How do ELD standards support teachers in California?

A

They provide a structure for designing instructional programs and creating supportive teaching materials for LEP students.

114
Q

1967

A

Ronald Reagen over turned the 1872 law mandating English only instructions with the SB52.

115
Q

1974

A

Bilingual-Bicultural Education Act: Transitional program of bilingual education (LEP–>FEP)

116
Q

1981

A

Bilingual Education Act was strengthened.

117
Q

1986

A

A bill to legalize bilingual education is vetoed.

118
Q

1987

A

Reauthorization Bill is vetoed allowing the bilingual Education Act to expire.

119
Q

stephen krashen’s theories

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Stephen Krashen is a prominent linguist and educator, known for his theories on language acquisition, particularly in the context of second language learning. His work has been influential in shaping language teaching practices. Here are some of his key theories:

  1. Acquisition-Learning Hypothesis• Krashen differentiates between “acquisition” and “learning.” Acquisition is a subconscious process where learners naturally pick up language through exposure, similar to how children learn their first language. Learning, on the other hand, is a conscious process that involves knowing and applying grammatical rules.
    • He argues that acquisition is the more effective route for language proficiency.
  2. Monitor Hypothesis• According to Krashen, language learners have a “monitor” in their minds that reviews and corrects their language output based on learned grammar rules.
    • He suggests that the monitor should be used sparingly, as over-reliance can lead to hesitation and reduced fluency.
  3. Natural Order Hypothesis• Krashen proposes that language acquisition follows a predictable order, with certain grammatical structures acquired before others, regardless of the learner’s age, first language, or instructional setting.
    • This order is similar across languages and is somewhat universal, though not strictly identical for everyone.
  4. Input Hypothesis• This is one of Krashen’s most influential theories, often summarized as “comprehensible input.” He suggests that language acquisition occurs when learners are exposed to language that is slightly above their current proficiency level, often described as “i+1” (where “i” is the current level, and “+1” is the next stage).
    • He believes that if learners receive sufficient comprehensible input, language acquisition happens naturally.
  5. Affective Filter Hypothesis• Krashen believes that emotional factors, such as motivation, anxiety, and self-confidence, influence language acquisition. When the “affective filter” is low (learners feel relaxed and motivated), they are more likely to absorb language input.
    • A high affective filter (when learners feel anxious or unmotivated) can block input from being effectively processed, slowing down acquisition.

These theories emphasize a natural, low-pressure approach to language learning, favoring exposure to meaningful, comprehensible language over rote grammar drills or forced practice. Krashen’s work has been especially influential in developing teaching methods such as the Communicative Approach and Total Physical Response (TPR), both of which prioritize interaction and real-life communication.

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