Binding Languages: ‘American’ Identities and Bilingual Education

Binding language: "American" identity and bilingual education Turning point in life is still printed in the head, like stamps on envelopes. They are always very lively, and no matter how long it will take, we will feel smells, noises, and emotions. On the day I arrived at St. Vincent Ferrer elementary school, I was only 9 years old. Three days ago, I left Italy from Cincinnati International Airport. My English knowledge is limited to naming colors and counting up to one hundred.

This book covers research topics such as bilingual education, language policy, language contact, bilingual identity, early bilingualism, heritage language and outlines the current theory, research and practice of bilingual education. Each chapter is written by an expert in that field. The first part focuses on the diverse relationships between languages ​​and the impact of bilingual voice processing. The second part introduces a series of context studies on bilingual classrooms, but an important feature of these studies is the application of different research designs in different educational environments. In Part 3, we provide examples of successful bilingual educational institutions and explain the needs related to language education by providing insight into language and multilingual school environment.

The term "bilingual education" is often misleading. This is a generic term for some program models, and some program models are more efficient than other program models. In the United States, bilingual education is particularly controversial. Because our national identity is tied to English as a "language of power" (Shohamy, 2006). In our school, the languages ​​of ethnic minorities are often devalued and underrepresented. There are few educational programs to promote true bilingual and bilingual education. Below is an overview of the three types of program models. Structured English immersion, transient bilingual education, bilingual education. This provides a starting point for stakeholders (all of us) to understand the goals and effectiveness of the current bilingual education program.

A powerful form of bilingual education is bilingual bilingual education, also known as interactive education. There are the same number of minority and majority students, both languages ​​being used for guidance. The objective is to produce bilingual and bilingual. Languages ​​are learned through content and use only one language per period. The language balance of 50/50 is the goal. That is because once the language is used more frequently, it becomes dominant, the language is left behind and possibly quarantined. According to Shohamy, English is already a powerful dominant language and the motivation behind it is to eliminate and reject immigrants (2006). The purpose of bilingual education is to develop both languages ​​fully and fluently.