Bilingual Education and the New Requirements for English Language Learners

Short Answer Questions: Answer the following questions as short answer form
QUESTION 1
1 According to Garcia define the components of Bilingual education.
Bilingual education entails the use of two languages in delivering instruction and assessment of learners. It is characterized by language shift, language maintenance, and language addition.
UESTION 2
1 According to Crawford, why have Bilingual educators NOT done their job informing the public regarding Bilingual Education?
Bilingual educators have not done their job because other than providing the basic reading and arithmetic materials to the public, these educators have done very little in providing commercial materials to support the education, especially focusing on more advanced learning stages. Besides, there has also been a lack of proper cultural representation in curriculum materials, which makes it difficult for the learners to relate what they learn to their cultures.
QUESTION 3
1 Discuss the varying reasons why immigrant and refugee parents and families may not respond to invitations to participate in their child's schooling.  
Refugee parents and families may not respond to invitations to participate in their child’s schooling because of the varying expectations between parents and educators in their respective countries. Besides, these parents suffer from limited English skills, which lower their confidence about coming to school.
QUESTION 4
1
Discuss how the ESSA has changed the requirements for English Language Learners.
One of the changes is the standardization of the entry and exit procedures for English language learners across the state. Each state has to create a uniform process for identifying English learners and assigning them services.  

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QUESTION 5
1 What is a common reason parent’s fear bilingualism? As a bilingual educator, what research and/or information might you provide the parents of your students to counter their fears?
One of the common reasons for parents’ fear of bilingualism is that it will result in confusion of their children. They also fear that this confusion will lead to speech delay. As a bilingual educator, I will present such parents with scientific evidence that confirms that bilingualism does not lead to speech delays and instead improves a child’s language proficiency.
QUESTION 6
1 Describe the differences between BICS (Basic Interpersonal Communication Skills) and CALP ( Cognitive Academic Language Proficiency). Why are these theoretial constructs important to grasp when thinking about Emergent Bilinguals?
The main difference between BICS and CALP is that the former refers to conversational fluency in a given language whereas the latter is the learner’s ability to understand and express in both oral and written modes the concepts and ideas relevant to success in their learning institution. Understanding these theoretical constructs is important as it helps education professionals to understand why some Emergent Bilinguals may speak well in certain social situations but lag behind their peers academically.
Essay Questions: Answer the following questions as essay form
QUESTION 7
1 Describe the differences between a transitional bilingual program and a dual language program?  Explain both the linguistic outcomes and the societal aims.
Proficiency in more than one language is an important skill that people should learn both in schools and at home. During this learning process, the individual may undergo a transitional bilingual program or a dual language program. The two programs are distinct and provide different linguistic outcomes.
The difference between transitional bilingual program and a dual language program are distinct. A transitional bilingual program is an overall plan that covers various programs where by the instructors use two languages for instruction. For example, a transitional bilingual program is one in which students phase out their native langue and adopt the English. This experience is common among members who travel to English speaking countries for further studies and end up getting employment in these nations. After a prolonged period of stay, the members tend to substitute their native langue with English and hence becoming transitional bilingual members.
On the contrary, a dual language program entails additive bilingualism because its main objective is to keep the native language intact. Such a practice is prevalent in members who visit specific nations for work purposes and end up learning the second language. The individual thus only adds the second language to their native language and continue speaking both languages fluently. Therefore, the linguistic outcome in transitional bilingual program is for the learner to phase out their native language whereas in the case of the dual language program, the learner retains their native language as they acquire the second language. Consequently, a learner in the dual language program can communicate effectively in both languages, whereas one in a transitional bilingual...