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Final Reflection

Research the below topics- write a 2 page reflection of your learning and include any experiences you’ve had with this population. Include any questions you have to approach working with the given population. Consider the following questions:

· What are the issues that this population encounters?

· What socio-emotional issues does this population have to deal with?

· What, if any, are the academic implications?

· What can you do to best serve the population better?

· Why is it important to serve this population?

Topic

Journal 9: Resources for the grade levels you serve (or wish to serve)

Final Reflection

1

Socio-Emotional Benefits of a Bilingual Education Program.

3

Socio-Emotional Benefits of a Bilingual Education Program

Name:

Wanda Pena

Institution:

Hunter College

Date:

05/04/2022

Research has shown that the benefits of bilingualism in schools cannot be understated. However, incorporating bilingualism into the school curriculum is not always easy as there are certain issues faced by bilingual students. One of these issues is the unavailability of qualified teachers. This is a very critical yet often overlooked issue in bilingualism. The lack of qualified instructors can be a source of confusion among bilingual learners. Another issue is that strong students often dominate the class. No matter what the teacher does, there will always be differences in how students develop biliteracy (Chumbow, 2018).

Bilingual students usually have to deal with several social-emotional issues. One of these is stress. According to Kamenetz (2016), managing to use one language instead of the other requires skills such as “inhibition” and “task switching”. Learners who cannot develop these skills are likely to be stressed and frustrated. Bilingual learners are also likely to develop perfectionism. This is whereby learners feel that they need to do everything correctly and perfectly. While this may be a good thing, perfectionism can lead to anxiety, stress, and low self-esteem. Another social-emotional issue that bilingual learners have to deal with is heightened awareness which can also cause anxiety (Chumbow, 2018).

Some of the academic implications of bilingualism are that it helps students to effectively connect with people from different backgrounds and cultures. This way, it fosters positive relationships where students interact harmoniously. Embracing bilingualism in schools enables learners to increase their ability to empathize with others and also enables them to develop emotional intelligence. All these positively impact the academic performance of learners. Students learn better when they work together. When students develop empathy and emotional intelligence, they can work together in groups, support each other, and therefore perform better academically (Kamenetz, 2016).

Since bilingualism is very important, there is a need to develop ways to serve bilingual learners better. One way through which we can serve this population better is by making more time for talk. Communication between learners and teachers allows teachers to explore the understanding of learners and therefore provide the necessary support. It is also important to use translanguaging in teaching. This is where a teacher uses more than one language in a classroom setting. Translanguaging enables bilingual students to make use of their linguistic resources to interact with their environment thus promoting a deeper understanding of the world.

It is important to serve this population and promote bilingualism in schools because it helps learners to become more attentive. By determining which language to or not to speak at a given moment, learners become more attentive. They observe this attention even when learning other things (Kamenetz, 2016). Bilingualism also promotes diversity and integration among learners. Learners feel that their home language is heard and valued when it is used in learning. There, therefore, gain confidence in diversity and other cultures. Serving bilingual learners also promotes school performance and engagement. Research shows that bilingual learners have better school attendance, seem happier, and record higher scores (Kamenetz, 2016).

References

Chumbow, S. B. (Ed.). (2018). Multilingualism and Bilingualism. BoD–Books on Demand. Retrieved from https://books.google.com/books?hl=en&lr=&id=l2iQDwAAQBAJ&oi=fnd&pg=PR9&dq=issues+in+bilingualism&ots=AiMA0JRQJA&sig=TXHYntGXANotoBNjXJXBvRWjARw

Kamenetz, A. (2016). 6 potential brain benefits of bilingual education. Retrieved from https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education

Final Reflection

1

Socio-Emotional Benefits of a Bilingual Education Program.

3

Socio-Emotional Benefits of a Bilingual Education Program

Name:

Wanda Pena

Institution:

Hunter College

Date:

05/04/2022

Research has shown that the benefits of bilingualism in schools cannot be understated. However, incorporating bilingualism into the school curriculum is not always easy as there are certain issues faced by bilingual students. One of these issues is the unavailability of qualified teachers. This is a very critical yet often overlooked issue in bilingualism. The lack of qualified instructors can be a source of confusion among bilingual learners. Another issue is that strong students often dominate the class. No matter what the teacher does, there will always be differences in how students develop biliteracy (Chumbow, 2018).

Bilingual students usually have to deal with several social-emotional issues. One of these is stress. According to Kamenetz (2016), managing to use one language instead of the other requires skills such as “inhibition” and “task switching”. Learners who cannot develop these skills are likely to be stressed and frustrated. Bilingual learners are also likely to develop perfectionism. This is whereby learners feel that they need to do everything correctly and perfectly. While this may be a good thing, perfectionism can lead to anxiety, stress, and low self-esteem. Another social-emotional issue that bilingual learners have to deal with is heightened awareness which can also cause anxiety (Chumbow, 2018).

Some of the academic implications of bilingualism are that it helps students to effectively connect with people from different backgrounds and cultures. This way, it fosters positive relationships where students interact harmoniously. Embracing bilingualism in schools enables learners to increase their ability to empathize with others and also enables them to develop emotional intelligence. All these positively impact the academic performance of learners. Students learn better when they work together. When students develop empathy and emotional intelligence, they can work together in groups, support each other, and therefore perform better academically (Kamenetz, 2016).

Since bilingualism is very important, there is a need to develop ways to serve bilingual learners better. One way through which we can serve this population better is by making more time for talk. Communication between learners and teachers allows teachers to explore the understanding of learners and therefore provide the necessary support. It is also important to use translanguaging in teaching. This is where a teacher uses more than one language in a classroom setting. Translanguaging enables bilingual students to make use of their linguistic resources to interact with their environment thus promoting a deeper understanding of the world.

It is important to serve this population and promote bilingualism in schools because it helps learners to become more attentive. By determining which language to or not to speak at a given moment, learners become more attentive. They observe this attention even when learning other things (Kamenetz, 2016). Bilingualism also promotes diversity and integration among learners. Learners feel that their home language is heard and valued when it is used in learning. There, therefore, gain confidence in diversity and other cultures. Serving bilingual learners also promotes school performance and engagement. Research shows that bilingual learners have better school attendance, seem happier, and record higher scores (Kamenetz, 2016).

References

Chumbow, S. B. (Ed.). (2018). Multilingualism and Bilingualism. BoD–Books on Demand. Retrieved from https://books.google.com/books?hl=en&lr=&id=l2iQDwAAQBAJ&oi=fnd&pg=PR9&dq=issues+in+bilingualism&ots=AiMA0JRQJA&sig=TXHYntGXANotoBNjXJXBvRWjARw

Kamenetz, A. (2016). 6 potential brain benefits of bilingual education. Retrieved from https://www.npr.org/sections/ed/2016/11/29/497943749/6-potential-brain-benefits-of-bilingual-education

Final Reflection


Final Journal Entry (Reflection of learning and areas for growth)

We discussed these topics during the entire semester:

Journal 1: Socio-emotional issues immigrant students experience in schools.

Journal 2: Support Staff working with Undocumented Students * Article in Google Classroom

Journal 3: Mixed Status Families

Journal 4: Support Staff working with Students with Limited/ Interrupted Education

Journal 5: Late entrant immigrant students (First entry during HS years)

Journal 6: Support Staff working with English Language Learners- College/ Career * Article in Google Classroom

Journal 7: Trauma & immigrant students

Journal 8: Family Separation/ Reunification

Journal 9: Resources for the grade levels you serve (or wish to serve)

Journal 10: What are the socio-emotional benefits of a bilingual education program *Article in Google Classroom

Final Reflection


Final Journal Entry (Reflection of learning and areas for growth)

We discussed these topics during the entire semester:

Journal 1: Socio-emotional issues immigrant students experience in schools.

Journal 2: Support Staff working with Undocumented Students * Article in Google Classroom

Journal 3: Mixed Status Families

Journal 4: Support Staff working with Students with Limited/ Interrupted Education

Journal 5: Late entrant immigrant students (First entry during HS years)

Journal 6: Support Staff working with English Language Learners- College/ Career * Article in Google Classroom

Journal 7: Trauma & immigrant students

Journal 8: Family Separation/ Reunification

Journal 9: Resources for the grade levels you serve (or wish to serve)

Journal 10: What are the socio-emotional benefits of a bilingual education program *Article in Google Classroom