Bilingual Education: Effective Programming for Language-Minority Students". It corresponded many ideas which I learned from this course. From the definition of bilingualism, the relationship between language and culture, to the "threshold theory", this article made aware of all teachers instead of bilingual teachers.
I agreed with the idea of "restructuring can be inclusive of the needs of all children” (Guadarrama 1992, p. 2). As the article pointed out, more and more immigrants coming to the U.S., a positive intention of reforming the curriculum and assessment became more and more crucial. Regarding the assessment, I especially preferred the Portfolio Assessment, It functions not only as a record but also a key element for student self-monitoring. Besides, teachers should recognize the influence of reading comprehension. Even in the math, the jargon and grammar could be more challenging to ELLs.
This article also taught me all immigrants everywhere acculturate to a varying extent and at a different rate. Namely, second language acquisition paralleled the process of acculturation. It correlated the importance of parents participation in schooling as well. Teachers and school districts should rethink the value that immigrants could provide and set the friendly environment to embrace the growth of the immigrant. In addition, providing an eased learning environment for second-language learner was extraordinarily important, language acquisition occurred when the environment was responsive to the students. Because language development was continuous, teachers should focus on meaning rather than on form and designed more authentic tasks for learners.
The best part I acknowledged at this article was it provided many tables for comparison or clarification, and checklist for teachers to review the encountering scenario when they would like to ensure a quality bilingual program.
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