The Benefits Of A Dual Language Program In Elementary School For Spanish Speaking Students

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The Benefits of a Dual Language Program in Elementary School for Spanish Speaking Students


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Dual Language programs have a wide array of titles, program variations, and participants. It can be very confusing for any principal, educator, and community member (including politicians and parents) to grasp the intricacies of the program (Freeman, Freeman & Mercuri, 2005). In reference to dual languages, it is important to review a very important research conducted by Thomas and Collier (2002). As the globalization becomes a popular issue nowadays, the possibility of people who speak other languages increases. Because the United States of America is an enormous economic country, there are many immigrant people coming to the USA each year. People may be able to write business letters in either language without much difficulty, but will have problems when writing literature is concerned. An individual may be versed in both languages but only one of them may be establish to a true poetic level relating to the mysteries of the soul. It is also important to keep in mind that Dual Language is characterized by the alternation of two languages. How we look at the change associated with Dual Language program implementation depends on our existing mental map. This mental map can also be referred to as a person of paradigm; everyone has a paradigm that is their framework for dealing with change (Covey, 1989). A paradigm is a person or frame of reference for understanding issues and developing opinions (Covey, 1989). Therefore, principals of views and understanding of multiculturalism, second language acquisition processes, and the values they attribute to certain languages, form their Dual Language education paradigm. Principals of Dual Language programs are responsible for not only modifying their own paradigm, but also leading the reform on their campus (Alanis & Rodriguez, 2008). Dual Language programs require a paradigm shift. This type of change could be a school of attempt at informing parents, block scheduling, transferring the role of assistant principal to Dean of Instruction, or implementing mainstream inclusion for special services. This type of change is not radical; it can occur slowly and systematically, but it is not reform (Marzano et al, 2005). This research proposes that Dual Language program implementation is a second-order change. Daily occurrences in school are rarely second-order ...
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