Kristin's Conclusions
Language is an interesting topic. It is such a part of our lives that we often take it for granted, but it is highly connected to our culture and our identity, making the choice of language, or languages, that we educate our children in an important one. Before researching this topic I was in full support of bilingual education. However, after looking at the research I am more hesitant to support it, at least with respect to immersion programs. Since Canada is a bilingual country I firmly believe that students should be exposed to both official languages throughout their academic career, but I am not sure that immersion is the best method.
The concerns that I have with regard to bilingual education are around the negative effects of teaching unfamiliar and complex concepts in an unfamiliar language. It is expected that students struggle with learning concepts when they do not yet know the language, this is why students English Language Learners (ELL) and English as a Second Language (ESL) students receive extra academic support. For these reasons I feel that students will be more successful if they are taught in their first language.
That being said, I fully support the learning of a second language, and the teaching of second languages in schools. As our research has shown, being bilingual has positive effects on the brain function. For example, bilingualism has been shown to improve cognitive functions like the ability to task switch, and there is a correlation between bilingualism and a later onset of dementia. Also, as a teacher candidate and a resident of Ottawa I certainly see the benefits of being bilingual with respect to employment.
I think that what may be more beneficial would be to have quality second language classes that begin early and continue throughout students’ academic careers. However, I think that this solution would require a change in attitude towards core French since many students have a negative attitude toward the subject, and many new teachers are reluctant to teach it, or do not feel qualified.
In our research we also touched on language education in respect to aboriginal students. For these students the issue of bilingualism is less related to cognitive advantages and employment opportunities, and more related to preservation of culture and developing a sense of identity. As a result I feel that it is very important that these students receive at least partial instruction in the language of their culture (which may or may not be their first language). The difficulty here is finding qualified teachers to teach these languages.
In conclusion, though I am in support of teaching a second language in school, I am undecided about what the most appropriate method of doing this is. It is likely that there is no one option that is best for all students.
The concerns that I have with regard to bilingual education are around the negative effects of teaching unfamiliar and complex concepts in an unfamiliar language. It is expected that students struggle with learning concepts when they do not yet know the language, this is why students English Language Learners (ELL) and English as a Second Language (ESL) students receive extra academic support. For these reasons I feel that students will be more successful if they are taught in their first language.
That being said, I fully support the learning of a second language, and the teaching of second languages in schools. As our research has shown, being bilingual has positive effects on the brain function. For example, bilingualism has been shown to improve cognitive functions like the ability to task switch, and there is a correlation between bilingualism and a later onset of dementia. Also, as a teacher candidate and a resident of Ottawa I certainly see the benefits of being bilingual with respect to employment.
I think that what may be more beneficial would be to have quality second language classes that begin early and continue throughout students’ academic careers. However, I think that this solution would require a change in attitude towards core French since many students have a negative attitude toward the subject, and many new teachers are reluctant to teach it, or do not feel qualified.
In our research we also touched on language education in respect to aboriginal students. For these students the issue of bilingualism is less related to cognitive advantages and employment opportunities, and more related to preservation of culture and developing a sense of identity. As a result I feel that it is very important that these students receive at least partial instruction in the language of their culture (which may or may not be their first language). The difficulty here is finding qualified teachers to teach these languages.
In conclusion, though I am in support of teaching a second language in school, I am undecided about what the most appropriate method of doing this is. It is likely that there is no one option that is best for all students.