Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners What a feeling! Learning a new language offers people a new way of thinking and feeling. Learning a new type of language requires total commitment and involvement on the part of students and teachers. In the article Beyond English Development: Bilingual Approaches to Teaching Immigrant Students and English Language Learners he indicates that there are various standard definitions that describe the language (Billings, Martin-Beltran, & Hernandez, 2010). Language is used to communicate with others and is essentially human, but not limited to humans alone. When individuals learn English as a second language, they learn that the language is acquired by all types of people in the same way. In most cases, children can adapt to and/or learn a foreign language better than adults because they develop language and skills spontaneously (Honigsfield, 2009). Second language learners have variables such as memory, perception, acquisition, conscious and subconscious learning styles, and recall. Although second language learners have these variables instilled in them, it is imperative that teachers guide learning and establish conditions for learning. Bilingual children with primary language impairment: Issues, evidence, and implications for clinical actions In the article, Bilingual children with Primary Language Impairment: Language Impairment: Issues, Evidence, and Implications for Clinical Actions, Kohner (2010) points to numerous school districts that have implemented bilingual programs to assist English language learners. Bilingual programs improve student achievement and close the achievement gap for second language learners (Coyoca & Lee, 2009...... middle of paper...... students value culture and life experiences of others as they relate to the subject -areas (Nemeth, 2009). Conclusion The population of the United States has increased with school-aged children speaking English as a second language. Strong community leaders and school districts are needed to ensure that students of English language students attend effective programs that teach them English and encourage them to graduate successfully (Buysse, Castro, & Peisner-Feinberg, 2010). Pascopella, 2011)..
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