Module 7: Discussion: Two-Way Bilingual Programs
This post is in response to two videos with teacher and parent perspectives on an immersive two-way literacy program.
Why might some Mandarin- or Spanish-speaking families be resistant to two-way programs?
There are several reasons Mandarin- or Spanish-speaking families would be resistant to two-way programs, the first of which was overtly discussed in both videos reviewed for this assignment; delayed results.
According to Lindholm-Leary (2020), “There may be an initial lag of 3-5 years,” in test results equaling their non two-way program peers. Assuming a child begins the immersion program in Kindergarten, one video said it could take until fourth or fifth grade to equal (and then surpass) their peers, and the other said it could even take until seventh grade. This is a really long wait-and-see period of time and the level of trust in the school has to be unwavering.
This brings me to other reasons families might be resistant. What if they do waiver? What if the families have to move after second grade and the new school market doesn’t have a similar program. What if, after elementary school, the school market doesn’t have a two-way program to transition students through middle or high school? In my community, the EB students and their families are the most transient of the school population. I’d be interested in reading research on the moving/migrating rates among various demographics to better hypothesize on how much of a risk this would be in reality.
As a parent, I was somewhat, though not drastically, intrigued by the responses of the parents in the film. One parent expressed concern that without multiple languages their child didn’t stand a chance in the global market. Another hinted at perhaps an elevated status for the lack of an accent. My knee-jerk response is generally at odds with both comments. I think opportunity is limited only to our imagination and that accents are magnificent and great conversation-starters.
Finally, and admittedly related to the issue of delayed results, this statement in the second video felt very heavy: “The parents are concerned about their [kids] progress. It’s a survival thing. And it’s hard to tell them be patient, relax, your children are going to learn English and learn it well.”
This makes me interested in the research on the social integration that does or doesn’t take place with students in a program such as this. Outside of school, where there are presumably students not in a two-way program, do they fit in or is the delay a social barrier? Would a program like this force students into mono-cultural environments? It’s something I would ask if I was looking into a program like this for my children.
Reply Eric Wolford
Moving was definitely something that I wasn't considering when I was watching a video. It seems as though, for these two-way programs to work, parents must be willing to commit themselves and their children through the process for years. If parents waver, or a parent faces a situation at their job that forces them to move away, then students will be worse off. I mean, imagine another school placing a student into remedial English courses because they weren't equipped with the adequate English skills in their language immersion program. The parents would be furious, and the student will be both embarrassed and possibly less willing to trust what their teachers have to say. It seems to be too much of a gamble for my liking.
There are several reasons Mandarin- or Spanish-speaking families would be resistant to two-way programs, the first of which was overtly discussed in both videos reviewed for this assignment; delayed results.
According to Lindholm-Leary (2020), “There may be an initial lag of 3-5 years,” in test results equaling their non two-way program peers. Assuming a child begins the immersion program in Kindergarten, one video said it could take until fourth or fifth grade to equal (and then surpass) their peers, and the other said it could even take until seventh grade. This is a really long wait-and-see period of time and the level of trust in the school has to be unwavering.
This brings me to other reasons families might be resistant. What if they do waiver? What if the families have to move after second grade and the new school market doesn’t have a similar program. What if, after elementary school, the school market doesn’t have a two-way program to transition students through middle or high school? In my community, the EB students and their families are the most transient of the school population. I’d be interested in reading research on the moving/migrating rates among various demographics to better hypothesize on how much of a risk this would be in reality.
As a parent, I was somewhat, though not drastically, intrigued by the responses of the parents in the film. One parent expressed concern that without multiple languages their child didn’t stand a chance in the global market. Another hinted at perhaps an elevated status for the lack of an accent. My knee-jerk response is generally at odds with both comments. I think opportunity is limited only to our imagination and that accents are magnificent and great conversation-starters.
Finally, and admittedly related to the issue of delayed results, this statement in the second video felt very heavy: “The parents are concerned about their [kids] progress. It’s a survival thing. And it’s hard to tell them be patient, relax, your children are going to learn English and learn it well.”
This makes me interested in the research on the social integration that does or doesn’t take place with students in a program such as this. Outside of school, where there are presumably students not in a two-way program, do they fit in or is the delay a social barrier? Would a program like this force students into mono-cultural environments? It’s something I would ask if I was looking into a program like this for my children.
Reply Eric Wolford
Moving was definitely something that I wasn't considering when I was watching a video. It seems as though, for these two-way programs to work, parents must be willing to commit themselves and their children through the process for years. If parents waver, or a parent faces a situation at their job that forces them to move away, then students will be worse off. I mean, imagine another school placing a student into remedial English courses because they weren't equipped with the adequate English skills in their language immersion program. The parents would be furious, and the student will be both embarrassed and possibly less willing to trust what their teachers have to say. It seems to be too much of a gamble for my liking.