CURRICULUM PLAN

Curriculum Plan

Curriculum Plan

Introduction

The educational objectives are formulated in terms of skills, understanding of the potential ability or aptitude that a person has to reach the acquisition of new knowledge and skills, i.e. the possibility that every human being has, you can develop and to will allow to perform, permanently and alone, new learning. Consequently, an educational system that chooses, the approach of its objectives for capacity development is proposing to construct meaningful learning, always learning that part of the student's developmental level, modifying, re-creates and empowers, an active and progressive cognitive structure, which is marked as the primary goal that the student is capable of learning to learn, that is, permanently empower you to make new learning meaningful by itself.

Discussion

The term bilingual education refers to education conducted through two languages; thus, it is not simply the teaching of a second language. Although often presented as a pedagogical strategy, it has policy implications that have frequently mobilized both supporters and opponents from the general public (Rossell, 385).

Achieving competency in a foreign language is one of the objectives of our educational system. Although the resources devoted to it are numerous, beginning with the teaching of English from an early age, the results are far from desirable. For fast learning a foreign language is the best language immersion method. Far from it, in the current education system is a course that you spend a certain number of hours, whether they are sufficient for learning what is a subject, not so for the acquisition of communicative competence in a foreign language, to be specific hours without contact with what the students' lives and needs. Making English a tool for other learning, we are moving in this direction.

In common usage, bilingual education has come to refer to, in most cases, what more accurately would be called transitional bilingual education (TBE). The official purpose of TBE programs is essentially remedial: to provide home-language support for pupils whose first language is not English so that they can continue to study academic subjects while acquiring proficiency in English. It should be distinguished from two-way bilingual programs that bring together pupils whose home languages differ, for instruction in which both languages are used so that students can learn, in part, from each other (Spolsky, 23).

A variety of rationales have been advanced for TBE. One is that study of other subjects should not be on hold until pupils have become sufficiently proficient in English. Another is based on linguistic theory that literacy and other academic skills should be acquired first in the home language and will then transfer more efficiently to a second language than if instruction had been in the latter from the start. Yet another is that the self-concept of members of an ethnic minority group depends upon academic validation of the language associated with that group, even if the individual has not learned it at home.

Bilingual education programs do not appear to have a significant effect on this pattern of language ...