In the United States, bilingual education continues to provoke fierce debate. It seems that nearly everyone—from educators to policymakers to parents with school-age children to those without children—has a strong opinion on whether children with little fluency in English should be taught academic content in their home language as they learn English.
Based on a survey of 1,200 managers and human resources professionals with knowledge of their organization's foreign language needs, the report highlights the critical demand for employees who can communicate in multiple languages.
Over the years, many policy makers, educators, and parents have supported English-only preschool programs for English language learners (ELLs), based on the supposition that greater exposure to the English language would result in faster and more complete mastery (Genesee, 2008).
Fourth-graders marched single file into the gymnasium of Patrick Henry Elementary School on Friday to thunderously loud applause.
When graduates at the Margarita Muñiz Academy in Boston get their diplomas, they don’t turn their tassels to Natasha Bedingfield’s “Unwritten” or Vitamin C’s “Graduation.”