Supporting English Language Learners: Advocating for Transitional Bilingual Education Programs within North Carolina (2015)
Undergraduate: Alexandra Aponte
Faculty Advisor: Patrick Akos
Department: Psychology & Neuroscience
Throughout this paper, we discuss the current problems with the policy on English as a Second Language education within the state of North Carolina and possible solutions to the shortcomings of these programs. The current policy, while well intentioned, can lead to feelings of inadequacy within students as well as negative feelings associated with their native language, as such a strong emphasis and value are placed on English. Discussing and attempting to find alternative, supportive programs will help students feel empowered in both their native language as well as English. It has also been found that teaching students to read in their native language at the same time as English literacy instruction can lead to increased literacy skills in both languages. Because of this, we will advocate for Transitional Bilingual Education programs to be implemented throughout the state of North Carolina. Transitional Bilingual Education programs are the most common form of bilingual education in the nation and have been proven to have a number of advantages. Some of these advantages include increased confidence in one¿¿¿s native language, above average reading comprehension in English when compared with monolingual peers, and increased communication between teachers and parents. Overall, this paper advocates for the implementation of Transitional Bilingual Education programs and hopes to lead to a more supportive, caring, and empowering educational environment for English Language Learners