Bilingual education: past, present, future

School boards' and administrators' legal and fiscal decisions should be based on valid research and detailed accounts of effective programs (Connoley&Simmons, 2000). Based on the information previously presented about these three common program models, the inclusion ESL approach appears to be the most cost effective for the school districts (short-term), however, the dual-language model offers students of all language backgrounds more educational opportunity and possibility for long term success in a multilingual community. It is the duty of the administrator to ensure the effectiveness of the program regardless of the model being implemented. Bilingual instruction is usually best but there is nothing worse than a poorly implemented program to serve LEP students. The future of Bilingual Education and the students it serves depends greatly upon the ability of the administrator to lead an effective program.

The role of the administrator in a bilingual school setting is very important. Effective schools serve language minority students in four ways: implementing effective, aligned, standards-based programs; building teacher and organizational capacity to serve language minority students; using family and community resources; and building firm foundations for postsecondary education (Funkhouser, Leighton,&Weiner, 2000). Administrators must lead the faculty in implementing effective, aligned, standards based programs. In addition to the curricular differences, training for staff members in strategies for communicating with and teaching to Limited English Proficient students is vital.

The administrator on a bilingual campus does not have to be bilingual, but he or she needs to be sensitive to language learners and have bilingual personnel or resources available for students and their families. This is part of building teacher and organizational capacity to serve LEP students. It is not possible nor is it reasonable for a school to have staff and materials available in every language spoken on the campus. However, when a majority language is represented many campuses find ways to connect with the community in the native language in an effort to improve student success.

Family and community connections are also very significant. It is helpful to locate community members that can assist the school in communicating with recent immigrants. The parents will often bring a friend or neighbor with them the first time they come to enroll a student. This is the perfect opportunity to get contact information for future reference.

Building a firm foundation for future education is a primary goal of elementary education. In an effort to close the achievement gap, the administrators and teachers must keep in mind the social and linguistic needs of the English Language Learners. Many students arrive with very little background knowledge in the concepts that are valued in our educational system. With time, exposure, and opportunity, these students can achieve success.

The future role of an administrator in a bilingual setting is an essential one as immigration will continue indefinitely in the United States. Any effective program is focused on the learner. Understanding the history and legality involved in educating immigrant and LEP students is key to providing equality of opportunity in education today so that students will be successful tomorrow. Educators are often the only voice that many LEP students have; therefore, they must use their voice well and continue to be advocates for these learners.

References

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Kelley Chaudhry is an assistant principal at Oakwood Terrace, HEB Independent School District, Bedford, Texas.