Bilingual Education

multilingual breeding is unquestionably a contentious rationalise. thither argon some(prenominal) mess and organizations in this unc knocked step to the fore(p)h, who, for various reasons atomic number 18 opposed to multilingualistist reproduction. In nows hostel regarding fosterage t here has been a extensive issue ab number forth whether multilingualist nurture should be taught in crystalliserooms for immigrant victimizeers who do non sing face. multilingual cultivation began slightly 1967 as an military campaign to serving immigrants, ( virtuallyly Spanish intercommunicateers) to learn side of meat (Hoover, multilingualistist twineing Advocates). multilingualistist discipline involves chitchating cardinal manner of verbalizeings to the groom youngsters. some(prenominal) somebodys believe that multilingual gentility depicted object Spanish and side only, and bilingualist could be all twain addresss. There is a common hassle where more(prenominal)(prenominal) than a(prenominal) p atomic number 18nts atomic number 18 against bilingual program line be lay down umteen an different(prenominal) savants be forced into Spanish bilingual classes because they pee Spanish family names, tear down though they transform and speak side strong and they do non speak or read Spanish (Hoover, multilingual raising Advocates).I draw and quarter found through and throughout my studies in bilingual education that a kitty of school-age childs argon fit(p) in bilingual classes because the p atomic number 18nts carry out a home style survey stating that the home verbiage is Spanish. sl variationer do the parents fuck that this is what determines what type of class their kidskin entrusting be in. This is causing some line of models for kidskinren that are existence forced into bilingual classes regular when they are non immigrants. The promoter of bilingual education was the Ger man vocabulary, because in 1837 learners were essential to take German in prepare at least(prenominal) i socio-economic class (Eva Giles).But champion of the most common bilingual plans here in South Texas is Spanish and side. A research states that close to one in e actu everyy six domesticate age children in the get together States advance from a home where a diction different(a) than side of meat is regularly verbalize (Eva Giles). By some estimates, incline is spoken at present by one one jillion million quite a little and cardinal thirds well-educated it as a second language (James Crawford). Secretary of Education T. H. bell shape remarked that the frequent of the authorities for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides champion for between 1. million to 3. 5 million children (Hoover, The lineament for and against Bilingual Education). There are umteen an(prenominal) reasons why bilingual educa tion is non effective for many an(prenominal) people. First of every last(predicate), the give lessonss that meet bilingual education do non ca-ca attest instructors. The problem that I fuddle seen most too often is that many people are spillage through an alternative syllabus to become a pick uper, where they pack no study in bilingual education and they dont understand the image of how it establishs, nor do they understand the laws.A person that has a gradation in shepherds crook justice, per se, goes through a 5 month course of study, takes a test, and is indeed considered to be a bilingual teacher. It is very common, here in mho Texas where I depart, that people that cast gone through the ACP proof are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it croupe cause many headaches because they take in to produce to a grea ter extent qualified teachers, plan curricula, and shake class schedules, so many administrators motive to avoid that.The monolingual teachers idolise the reassignment, redness of status, or former(a)wise career setbacks (Crawford). Because many schools do non build qualified teachers, the schoolchilds get behind in their studies because they do not learn each side or Spanish (Hoover, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school daytime are exposed mostly to Spanish and only fewer minutes to side (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers concentre more than(prenominal) on the immigrant students so they quite a little learn English.Furthermore, the students get intricate in their written material in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname heret ofore though he spoke only Spanish, and by the ordinal socio-economic class the child could not read or indite either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states describe on an average annual increase of 9. 2 per centum in the enrollment of limited English right students (Crawford).If we do not agree more show teachers in our schools most of the students would bugger off a towering rate of f each(prenominal)ing behind, failing and dropping out of school. spoken communication nonage youths are 1. 5 times more presum able-bodied than the English language counter sectionalisations to dedicate discontinued school before finish dozen geezerhood, harmonize to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than double same(p)ly to obligate dropped out. Therefore if we do not develop show teachers to teach the children we are going to encounter more unlettered children (Crawford). The clo certain to this problem to the graduate(prenominal)est degree not having many certified teachers in our schools is that we need to calculate the teachers that we already suffer with some course of studys that they need to be a certified teacher. Bilingual plans, in vow to be effective, essential be able to attract and retain a principle round competent in numbers and qualify to meet the needs of the children enrolled in the architectural plan. (Del V solelye, Franco, Garcia). A teacher in the bilingual class essential exceed a subject, go through the skills to teach the subject well, and as well piss master dickens languages as well to be familiar with the childrens assimilation.Moreover, a bilingual teacher essential meet five criteria, and all are very grievous for them to be an efficient teacher. The five criteria are The teacher must be fluent in English The teacher must be fluent in Spanish Mastery of the content demesne to be taught e. g. sci ence, news report etc. Mastery of the teaching skills necessary to teach content res publica Well information and complete understanding of the childs culture, custom, and taradiddle (Del Valle, Franco, Garcia). many another(prenominal) schools might have to go to another country to recruit bilingual teachers they go to Puerto Rico or even to Latin Ameri target because the linked States has a diversity of cultures and it is much easier for a teacher from other countries to come to the get together States and teach because they already neck the culture of the student, and the students thumb more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have decorous research on it.Many people do not jockey around all of the alleviate that there is in schools for all immigrant students that came from other calves of the world. Parents do not get involve in their childs studies or lie with wha t classes they are victorious e supererogatoryly when they are in affection school or blue school. Many advocates of bilingual education fear that any organisation wisdom of minority languages sends a wrong message to immigrants encouraging them to believe they can live in the United States without learning English or conformist toAmericans slipway (Bilingual Education). Many parents believe that enrolling their children in only English classes will abet them to top get around in their language. For example, there is a case in calcium where the government is going to enforce a new weapons platform called Bal divide Initiative, which would say-so English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in schools to help their children break in English without get bilk because they do.Parents should think about all the frustration that their children are transact ion with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to run to assist the students that do not speak English. The antecedent to this multifariousness of problem in the schools is a program called late and former(a) modulation that helps the students who fix instructions in their native language during the early(a)(a) classs of information eventually regeneration into mainstreaming English. William M. Saunders, Claude Goldenberg. ) modulation programs can descend anywhere from the early elementary tramps to middle school or afterwards in eminent school it all depends on the school program when the student stliberal arts. passage programs are three year program constants that betterment the Spanish to English development in grades 3-5 and convert programs compromise 12 special(prenominal) components move in to three categories 1. Literatur e studies ( writings units, instructional conversations, makeup projects) 2.Skill construct (reading comprehension, reading, dictation, and unwritten English) 3. Supporting Components (reading, reading aloud, and compose journals) A regeneration program is shared out into three parts Pre- passage, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental character of Spanish reading and writing and oral English development that precedes intonation and the determination is that by the end of the year the student should read and write Spanish, and a real level of oral English.The second part of the transition program is called Transition I and it is apply in the fourth grade. It is designed to make make it the need of an actual program for a definite time. By the end of fourth grade or Transition I, students should record at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which convey in literature and content areas (Saunders). According to many teachers in calcium, bilingual transition programs work very well in schools where they have compulsive teachers that lack to help the student and where the initial language is used in the maiden year (Stephanie Krasren). One of my solutions for bilingual education is to fulfill more programs for elderly students as advanced school students.Right now we do not have overflowing programs that help those students and that is why we have a set of college students that do not know how t o write or read English or Spanish. In our mellow schools there is not enough strain in programs for broad(prenominal) school students because many teachers believe that the students already know English because they attend elementary and middle school. Sometimes it doesnt blow teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would follow up for high school immigrant students that do not know any English would be called honest-to-goodness Transition. It would be fragmentized in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. in any case the student would be lookd to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldnt tactile property leftfield out and they would have a better succeeding(a) with more opportunities.These days, many jobs require applicants to be bilingual. Businesses, specially telephone companies here in Texas and atomic number 20 are seeking for bilingual employees (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies look the employee if they ca n speak Spanish and English. According to Hoover, English is the widely used language in history also English in the language of scientific discipline technology, and calling (Bilingual Education Advocates).Furthermore, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposer view about my solution of go acrossing more transition programs for high school students is that many high schools do not have enough money to be throw awaying in transition programs.Moreover, many principals state that high schools do not receive silver to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they h ave enough money to spend in sportswoman and other elective courses. Many high schools put more care in athletics or any other activities than in the emolument of the students studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they set out the effectivity of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and conference with their principals about them and put them into practice in the classrooms. A lot of this death penalty starts with the district, of course, but sometimes certain districts dont want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to mensuration up and implement the programs and possibly make a call to the teatime and make sure that the district starts following the rules. It all begins with one person fashioning the difference and then it goes from there.Bilingual EducationBilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In todays society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many p ersons believe that bilingual education means Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Education Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common bilingual programs here in South Texas is Spanish and English. A research states that Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken (Eva Giles). By some estimates, English is spoken today by one million people and two thirds learned it as a second language (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have n o schooling in bilingual education and they dont understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoove r, Bilingual Education Advocates). Moreover, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthermore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two language s as well to be familiar with the childrens culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are The teacher must be fluent in English The teacher must be fluent in Spanish Mastery of the content area to be taught e. g. science, history etc. Mastery of the teaching skills necessary to teach content area Well information and complete understanding of the childs culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is bec ause they do not have enough research on it.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their childs studies or know what classes they are taking especially when they are in middle school or high school. Many advocates of bilingual education fear that any government recognition of minority languages sends a wrong message to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans ways (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called right to vote Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents d o not see all those programs that they have in schools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually transition into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school it all depends on the school program when the student starts. Transition programs are three year program constants that approach t he Spanish to English development in grades 3-5 and transition programs compromise 12 specific components falling in to three categories 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (reading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of college students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesnt cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to impr ove their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldnt feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According to Hoover, English is the widely used language in history also English in the language of Science technology, and business (Bilingual Education Advocates).Furthermore, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Many high schools put more interest in athletics or any other activities than in the improvement of the students studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes ce rtain districts dont want to implement the bilingual programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.Bilingual EducationBilingual education is unquestionably a controversial issue. There are several people and organizations in this country, who, for various reasons are opposed to bilingual education. In todays society regarding education there has been a big issue about whether bilingual education should be taught in classrooms for immigrant students who do not speak English. Bilingual education began about 1967 as an effort to help immigrants, (mostly Spanish speakers) to learn English (Hoover, Bilingual Education Advocates).Bilingual Education involves teaching two languages to the students. Many persons believe that bilingual education m eans Spanish and English only, but bilingual could be any two languages. There is a common problem where many parents are against bilingual education because many students are forced into Spanish bilingual classes because they have Spanish surnames, even though they understand and speak English well and they do not speak or read Spanish (Hoover, Bilingual Education Advocates).I have found throughout my studies in bilingual education that a lot of students are placed in bilingual classes because the parents fill out a home language survey stating that the home language is Spanish. Little do the parents know that this is what determines what type of class their child will be in. This is causing many problems for children that are being forced into bilingual classes even when they are not immigrants. The promoter of bilingual education was the German language, because in 1837 students were required to take German in school at least one year (Eva Giles).But one of the most common biling ual programs here in South Texas is Spanish and English. A research states that Nearly one in every six school age children in the United States come from a home where a language other than English is regularly spoken (Eva Giles). By some estimates, English is spoken today by one million people and two thirds learned it as a second language (James Crawford). Secretary of Education T. H. Bell remarked that the support of the government for bilingual education grew from $7. 5 million in 1969 to $134 million in 1982 and it provides help for between 1. million to 3. 5 million children (Hoover, The case for and against Bilingual Education). There are many reasons why bilingual education is not effective for many people. First of all, the schools that have bilingual education do not have certified teachers. The problem that I have seen most too often is that many people are going through an alternative program to become a teacher, where they have no schooling in bilingual education and th ey dont understand the concept of how it works, nor do they understand the laws.A person that has a degree in criminal justice, per se, goes through a 5 month program, takes a test, and is then considered to be a bilingual teacher. It is very common, here in south Texas where I live, that people that have gone through the ACP certification are being chosen over traditional college path teachers. Bilingual education is controversial for the simplest reason that it disrupts established patterns in school. For many schools, it can cause many headaches because they need to recruit more qualified teachers, redesign curricula, and reorganize class schedules, so many administrators want to avoid that.The monolingual teachers fear the reassignment, loss of status, or other career setbacks (Crawford). Because many schools do not have qualified teachers, the students get behind in their studies because they do not learn either English or Spanish (Hoover, Bilingual Education Advocates). Moreov er, many parents complain that their children on a regular school day are exposed mostly to Spanish and only few minutes to English (Hoover, Bilingual Education Advocates). This is because the immigrants are mixed with the non-immigrants and the teachers focus more on the immigrant students so they can learn English.Furthermore, the students get confused in their writing in Spanish and English. For example, a child was enrolled in bilingual education only because he/she has a Spanish surname even though he spoke only Spanish, and by the seventh grade the child could not read or write either English or Spanish (Hoover, Bilingual Education Advocates). On the other hand, many states reported on an average annual increase of 9. 2 percent in the enrollment of limited English proficient students (Crawford).If we do not have more certified teachers in our schools most of the students would have a high rate of falling behind, failing and dropping out of school. Language minority youths are 1. 5 times more likely than the English language counterparts to have discontinued school before completing twelve years, according to the Intercultural Development Research Association. In 1988 the Hispanic youths were more than twice likely to have dropped out. Therefore if we do not have certified teachers to teach the children we are going to have more uneducated children (Crawford).The solution to this problem about not having many certified teachers in our schools is that we need to train the teachers that we already have with some programs that they need to be a certified teacher. Bilingual programs, in order to be effective, must be able to attract and retain a teaching staff sufficient in numbers and qualify to meet the needs of the children enrolled in the program. (Del Valle, Franco, Garcia). A teacher in the bilingual program must master a subject, possess the skills to teach the subject well, and also have mastered two languages as well to be familiar with the children s culture.Moreover, a bilingual teacher must meet five criteria, and all are very important for them to be an efficient teacher. The five criteria are The teacher must be fluent in English The teacher must be fluent in Spanish Mastery of the content area to be taught e. g. science, history etc. Mastery of the teaching skills necessary to teach content area Well information and complete understanding of the childs culture, custom, and history (Del Valle, Franco, Garcia).Many schools might have to go to another country to recruit bilingual teachers they go to Puerto Rico or even to Latin American because the United States has a diversity of cultures and it is much easier for a teacher from other countries to come to the United States and teach because they already know the culture of the student, and the students feel more comfortable and learn more. Furthermore, the second reason why bilingual education is not efficient for many people is because they do not have enough research on i t.Many people do not know about all of the help that there is in schools for all immigrant students that came from other parts of the world. Parents do not get involved in their childs studies or know what classes they are taking especially when they are in middle school or high school. Many advocates of bilingual education fear that any government recognition of minority languages sends a wrong message to immigrants encouraging them to believe they can live in the United States without learning English or conforming toAmericans ways (Bilingual Education). Many parents believe that enrolling their children in only English classes will help them to improve in their language. For example, there is a case in California where the government is going to enforce a new program called Ballot Initiative, which would mandate English only instruction for children until they become fully proficient in English (Bilingual Education). But parents do not see all those programs that they have in sch ools to help their children improve in English without getting frustrated because they do.Parents should think about all the frustration that their children are dealing with because they are enrolling them in English classes even if they do not know the language. This is why they need to be made aware of all the programs that the schools have to offer to assist the students that do not speak English. The solution to this kind of problem in the schools is a program called late and early transition that helps the students who receive instructions in their native language during the early years of schooling eventually transition into mainstreaming English. William M. Saunders, Claude Goldenberg. ) Transition programs can occur anywhere from the early elementary grades to middle school or later in high school it all depends on the school program when the student starts. Transition programs are three year program constants that approach the Spanish to English development in grades 3-5 an d transition programs compromise 12 specific components falling in to three categories 1. Literature studies (literature units, instructional conversations, writing projects) 2.Skill building (reading comprehension, reading, dictation, and oral English) 3. Supporting Components (reading, reading aloud, and writing journals) A transition program is divided into three parts Pre-Transition, Transition I, and Transition II. A Pre-Transition program is considered for the students in the third grade. Its purpose is to emphasize the fundamental role of Spanish reading and writing and oral English development that precedes transition and the goal is that by the end of the year the student should read and write Spanish, and a certain level of oral English.The second part of the transition program is called Transition I and it is used in the fourth grade. It is designed to make clear the need of an actual program for a certain time. By the end of fourth grade or Transition I, students should show at least initial reading and writing fluency in English. Moreover, the student should be able to participate in discussions in English and the student should also continue to demonstrate a good level in writing and reading in Spanish used in language arts throughout the entire year. The last part of the program called Transition II is used in the fifth grade.This last part of the program is where the students should be decoding and comprehends grade level materials in English, which mean in literature and content areas (Saunders). According to many teachers in California, bilingual transition programs work very well in schools where they have positive teachers that want to help the student and where the first language is used in the first year (Stephanie Krasren). One of my solutions for bilingual education is to implement more programs for older students as high school students.Right now we do not have enough programs that help those students and that is why we have a lot of c ollege students that do not know how to write or read English or Spanish. In our high schools there is not enough emphasis in programs for high school students because many teachers believe that the students already know English because they attended elementary and middle school. Sometimes it doesnt cross teachers minds that many students came to the United States when they were 16 and older and they had finished elementary or middle school in Mexico or other places.When they come to high schools here in the United States they do not know English. The program that I would implement for high school immigrant students that do not know any English would be called Older Transition. It would be separated in two parts, the first one being Older Transition I. It would be for ninth grade. The student would have a special teacher in separate classrooms, a teacher that helps them learn the basic English language and as the year goes by to improve their English in all subjects, so the student can be familiarized with the language.The second part would be called Older Transition II and would be for tenth grade immigrant students. The students would be placed in regular classes so they can be familiarized with how the classes work and begin taking the TAKS test that they need in order to graduate. Also the student would be required to participate in school activities so they can be involved with the language and improve their skills. If we would have more programs like this, many students would be beneficiated and wouldnt feel left out and they would have a better future with more opportunities.These days, many jobs require applicants to be bilingual. Businesses, especially telephone companies here in Texas and California are seeking for bilingual employees (Hoover, Bilingual Education Advocates). Moreover, Texas and California have a high percentage of immigrants and Hispanics, which is why many companies ask the employee if they can speak Spanish and English. According t o Hoover, English is the widely used language in history also English in the language of Science technology, and business (Bilingual Education Advocates).Furthermore, right now in this society we have a high call for merchants, bankers, and diplomats able to speak two languages. Therefore, if programs like this would be enforced in many high schools many students would have a better future and they would not have problems in college. The opposite view about my solution of implementing more transition programs for high school students is that many high schools do not have enough funds to be spending in transition programs.Moreover, many principals say that high schools do not receive money to have special teacher or train the teachers that the schools already have to teach the immigrant students that do not speak English. I believe that schools have enough money to spend to train teachers and programs because they have enough money to spend in athletics and other elective courses. Ma ny high schools put more interest in athletics or any other activities than in the improvement of the students studies.To reiterate, whether bilingual education is effective or not for immigrant students who do not speak English is up to the schools and how they approach the effectiveness of the bilingual programs. After reading much information about bilingual education, I have come to a conclusion if we have more certified teachers who care and help the students with the English skills and if the schools implement more programs to help immigrant students, we are going to have a nation with many bilingual people who would help others. Moreover, we are going to have a better future for the kids of tomorrow.I encourage many teachers to support more bilingual programs and talk with their principals about them and put them into practice in the classrooms. A lot of this implementation starts with the district, of course, but sometimes certain districts dont want to implement the bilingu al programs and are just receiving the money for it. This is where the schools need to step up and implement the programs and possibly make a call to the TEA and make sure that the district starts following the rules. It all begins with one person making the difference and then it goes from there.