Billingual Learning

Homework

Principles and Application of adult learning

SLS3130

Professor Peterson

Introduction

My article is a about Bilingual learning benefits second and third generation children by Child health news. It was published on 12 March 2007. Scientifics found that children raised bilingual may actually be "smarter" than their monolingual peers. The bilingual children far outperformed their monolingual peers. I choose this article because nowadays junior schools, middle school, and most of the high school are teaching their classes bilingual. We have approximately the 75% of the population in the United States coming from other parts of the countries with different languages but English.

Body

Dr Charmian Kenner of Goldsmiths explains: "Children who live their lives bilingually can access to the market world in the future" there are a lot of open doors for jobs which required their workers to speak one or two languages. Most of the time applicants don't get the job because of that issue. For example: if the company comes from South America (Colombia) where their primary language is Spanish. Their market consists in different kinds of product from Colombia. Most of their client's only speak their primary language (Spanish). In this situation people with the skills of speaking Spanish would be needed by the company. This would exclude monolingual population that only speaks English or any other language but Spanish.

A research was conducted with children from Years 2, 4 and 6 in two Tower Hamlets primary schools. Children were observed learning their mother tongue in community language class. The research team then worked with community language teachers, mainstream teachers and bilingual assistants to develop bilingual activities as part of the primary school curriculum. Children who were particularly successful at mainstream school were found to also have a strong background in mother tongue.

The article explained the characteristics of good bilingual education programs. These programs are designed to be linguistics, culturally, and developmentally appropriate for the students. There characteristics are:

1. High expectations for students and clear programmatic goals.

2. A curriculum that is comparable to the material

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