Term Paper: Bilingual Educated Students

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[. . .] One the other hand, no matter what type of school the teacher is in, if her expectations are high of the students, and they are not allowed to do less quality work than what they are capable of, the students will pick this up to, and will adjust accordingly.

LEP students generally come from poverty level income families and seventy percent qualify for free lunches. They are considered of lower class social standing. As young as elementary grade levels, the students from these lower socioeconomic families did have lower academic achievement test scores. Financially limited children, whom most are also minority children, are just as capable of learning and retaining information as those of middle or high-class families. A conscious effort must be applied as early as possible to enforce the child's full potential to make progress in academic achievement, or this behavior pattern will carry on into other areas of life.

As mentioned before, they already reside in low-income neighborhoods, where the crime is high and dropout rate to pursue low-level employment is very likely. From a social standpoint, communication barriers do exist between educated and non-educated business associates, especially in the work place. LEP students lack technical employment and communication skills, both are mandatory for business success. Most of these families, being on government welfare cannot afford to move to middle class neighborhoods, with quality education. Without the education, they cannot find sufficient employment. This can be a repetitive cycle.

The legislature and President Bush have been setting new standards for schools and new evaluations for teacher qualifications. Progress is now being made in the elimination of the problems to ensure all of America's immigrants are getting the bilingual education they need.

School systems have been updated, and improved; teaching methods have been researched, with various results the past ten years. Bilingual teachers are now becoming certified, and required to meet certain guidelines. Family literacy programs have been incorporated. Positive changes are now being applied.


One of the theories may prove to be effective is holding the schools accountable for the low achieving students progress. Each school will be held accountable for having sufficient number of qualified teachers to teach bilingual education in the proportion to limited English proficient students that attend their school. President Bush has recently signed a bill putting time limitations in which the school has to educate non-English speaking immigrants. If the goals of educating English impaired students are not met in three consecutive years, the school is responsible for providing additional educational services. After four years of failing to show progress in the student's academic achievement test scores, corrective action will take place. This may include replacing staff, and changing the curriculum, in addition to providing the extra educational services. Failure to show proficient progress in the LEP student's academic achievement after five years will result in governmental actions, such as state takeover.

Legislation is now taking action to ensure the qualifications of all bilingual educators are sufficiently met by the end of 2005-2006. Teacher's aide's qualifications will also be raised. A minimum of two years of higher education, along with an associates degree and demonstrated ability to instill knowledge in the student is required to be a teacher's aide. The federal government has increased the distribution of funds earlier this year to see that every child is immersed in an English education program. By the 2005-2006 school year, statewide test will be given to every student to test academic achievement. Academic proficiency must be attained throughout the education term. Minimum performance standards are being applied to raise academic achievement results, which will be enforced as early as the fall of this year.

A constitutional right to a bilingual education is yet another theory. Without the proper bilingual education for immigrant students, their constitutional right of the freedom of speech is impaired. For the English impaired, they do not have equal chances of business success at this point and time. "The right to a bilingual education must be made available to all on equal terms" (Borden, 2001). There are many arguments in the decision to make bilingual education a constitutional right. In one hearing, the court had rejected this notion, because no evidence of racial discrimination was proven. There was also no evidence that immigrant students are being denied access to an equal education. However, the legislation did go a step farther to expand the rights of Limited English Impaired students.

The primary success of the student's academic achievement is influenced by the teacher. It does not matter if she is an aide or high status veteran, possesses and associates or a doctorates degree, has one year experience or ten, the teacher is the one that is the most dominate person in the students academic achievement.

Depending on the age of the child, he or she would be able to relate the importance of acquiring a bilingual education on an academic level if being English proficient is necessary to participate in activities that are nonacademic and fun. It would be inefficient to tell a third grade child, who just came to America, that it is important to become bilingual so they will know how to function later in life. By incorporating the fun activities that they can now relate to would teach them the importance of a bilingual education. This report has discussed how becoming English proficient is necessary for academic achievement by adult standards. To increase the learning interest of the child, the reasons must be important to them. At first and second grade, they are not overly concerned about academic achievement, no farther than what is visual to them anyway.

In conclusion, no one can argue over the value of educating all children at a proficient academic level. America's true identity is the English language. The entire American Educational system is based on the English language. American cultured teachers whom have the important role of communicating with students are primarily based on the English heritage. The communication between the teachers and English proficient students is more enhanced than one with limited English proficiency, because there is a more distinct understanding.

This theory applies to any subject being taught in American schools. As a teacher is teaching subjects such as Math, Science, or Social Studies-any subject, she is communicating knowledge the student does not already know. For the student who is trying to grasp words and their meanings from the English vocabulary at the same time learning new Science discoveries, it can be very frustrating. Psychologically, the student associates learning to frustration and hard work with no success. This becomes obvious on test results.

The more proficient the student becomes in the English language, the better he can understand the educational text and books given by the American teacher or school system. Being proficient in English will also allow for better application of knowledge gained from the American schools. The more knowledge that is attained, the better the academic achievement.

If they choose to live in America, they must be proficient in English, the identity of America, to utilize all of their privileges. Education is one of the most important rights we have in America, and probably one that America is most proud of. By living in America, even as an immigrant, the opportunities are limitless. Education plays a vital role in giving almost everyone in America the skills to utilize that opportunity. Over the long-term, having unqualified bilingual teachers and low standards of governmental education takes the same amount of effort as having qualified teachers and high standards with very different outcomes. A few adjustments have to be made, but this should be a problem that the American federal government likes solving.

There is no reason why LEP students cannot have the same quality bilingual education in LEP schools as those of middle class and private schools. The American educational system is primarily based on English standards. There is no valid reason for anyone in America to lack access to a quality education, bilingual or otherwise. The fact that such schools are identified as LEP, which is limited English proficient, says that stronger, more qualified bilingual teachers are very much needed in these institutions. Bilingual education should be a constitutional right in America. Not only does this interfere with their constitutional right to freedom of speech, it interferes with their constitutional right to an education.

There were indeed some findings that there are a shortage of qualified teachers teaching bilingual education to immigrants or non-English speaking students, especially in the schools identified as LEP schools. Statistics are reporting an increase in the number of students not getting the proper bilingual education on an academic level. The statistics increased simply because more people are coming to America.

As a personal opinion, this problem should have been taken care of before America's population increased. The concept of labeling a school as LEP or Limited English Proficiency is expecting low standards… [END OF PREVIEW]

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