Primary Language in the Classroom

Legarreta-Marcaida's goal is for schools to produce children who are proficient both in their primary language and in English. She cites research which suggests that not only do learning skills acquired in the primary language transfer to English; the development of such skills in the primary language actually facilitate the acquisition of English. Social benefits of initial instruction in the primary language are increased self-esteem among LEP students and enhancement of cultural identification.

The economic benefits of bilingual proficiency cannot be overlooked. Over two billion dollars is spent annually in the United States to teach high school students a foreign language. If bilingual proficiency is promoted at the elementary school level, millions of students will have already fulfilled their foreign langu

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model (89). An examination of exemplary bilingual education programs in California provides the reader with a clear understanding of the optimal amounts of primary language/secondary language instruction. For students with little or no English proficiency, instruction in about 70 percent of the primary language is appropriate in grades K-2. Children should begin reading in the primary language by grade 2. Introduction to English reading should occur by grade 3. During the third grade, English instruction and primary language instruction should occur on a balanced 50/50 basis. This proportion should be maintained throughout Grades 3-6. Legarreta-Marcaida makes her strongest case in the discussion of how primary language instruction should be delivered. The two current methods of delivery are concurrent use of primary and English language and the alternate use of primary language/English language. The author advocates the use of the latter method. The concurrent method of bilingual instruction is in common use in many California classrooms. In this method, two languages are used interchangeably, either by a bilingual teacher or by a teacher with the assistance of a bilingual aide. Although the California State Depar
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Some common words found in the essay are:
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Approximate Word count = 1528
Approximate Pages = 6 (250 words per page)

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