diversity in public schools

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In recent years there has been an overwhelming amount of migration to the Unites States. In these migration numbers there are children whom are entering the public schools and looking to learn English. There are various approaches to teaching English, such as immersion, remedial, enrichment, and pull out. In my paper I will discuss the enrichment model. I will be taking a look at the pros and cons and also getting a point of view from a product of the enrichment model.

In the enrichment model the children are taught in two languages simultaneously, and both native and non-English speakers are included. This is a very good way to teach the children a new language, because they are all learning something that they don’t know so this way they don’t have to feel left out and if they say something in a funny way they wont be laughed at because all the children are in the same situation. Teaching this way is also good for the children, because they are keeping their own native languages as the primary language.

Teachers in enrichment classes don’t teach the traditional way, which would be directly from the book. The teachers in the enrichment classes use cooperative learning, literacy development across the curriculum. They use critical thinking and learning strategies to create a hands on learning environment for the children. In order to keep these classrooms operating the way they do, the staff/teachers go through an ongoing teacher/staff development in which the teachers/staff will share their different experiences and problems. In these sessions the teachers will offer up suggestions to the other teachers whom may be having problems in their classrooms. This kind of help makes everyone keep up the good spirits about the program and also lets the teachers feel like they can turn to another colleague of theirs with out having a problem.

In the enrichment program the students receive the mainstream curriculum through both their primary language and English, with challenging academic work. Ovando, C.J., and Collier, V.P. (18). There are materials and books that present a cross-cultural perspective so that the student may be able to relate the United States with their own countries. There are national goals that are set for the enrichment model which are that the students (1) will develop high levels of prophecy in their first language () students will perform at or above their grade level in both languages () the students will demonstrate positive cross-cultural attitudes and behaviors and show a high level of self-esteem. (www.ncbe.gwu.edu/miscpubs/ncrcds11/epr1/ pg.)




Many people may argue that the enrichment program many sound nice, but there is, of course a catch to it. They say that the enrichment model is not practical for every community due to their not being enough money to pay the amount of teachers that would be needed. It is also said that there would also need to be a huge amount of community involvement in order to have a successful model, and in some communities there are not even enough parents who would want to participate never mind the community. In addition there was a study done by D’Acierno she found that “bilingual education programs may have a negative effect on cognitive ability if they are not supported by their family” (cited in Latham 7).

On the other hand there are people who believe that there are countless advantages of the enrichment model. They say that the enrichment model “maintains and supports the native language” (Latham 80). It also teaches children from both non-English speaking community and English speaking communities so that they may view the world form more than on perspective. The students are learning English in school and bringing it home to their parents so that they may become more English proficient.

After interviewing Jessica Ortiz a student whom now lives in Rhode Island, but she is from the Dominican Republic. Jessica Ortiz was a student whom participated in an enrichment program in California. Miss Ortiz says that the program was “great” she says that it was hard at first, but she got use to it very quickly. She says that it helped her also, because when she first came to the United States she did not know any English and because of the program she has graduated from high school and now is a freshman at the university of Rhode Island. She also says that it has helped her family, because she has taught them the things that she was learning.

In conclusion many people assume that if there is a lack of English understanding will make it hard for one to come to the United States and live a normal life, there are others who say that children are being forgotten about because there are so many attempts to make them learn English. I believe that if people just start to look at it form a Childs point of view and also look at what is in the better interest of the child now and in the future there would not be so many arguments. We as future educators need to realize that every child weather English speaking or non English speaking they are going to have there own way of learning, it may be hands on, visual, listening what ever it may be there are always going to be ups and downs to a learning style or program.



Works Cited

http//www.ncbe.gwu.edu/miscpubs/ncrcdsii/epr1

Ovando,C.J. ,and Collier, V.P. (18). Bilingual and esl classrooms teaching in multicultural contexts (nd ed.).

http/www.tesol.org/pubs/articles/1/tm10-01.html





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