Increasing Number of non-English speaking students in th
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The number of non-English speaking students in the United States has increased in recent years. Leslie, Glick and Gordon (1991) have noted that at least 2 million American students have "limited proficiency in English" (p. 56). Other estimates regarding the number of non-English speaking students are much higher. In this regard, Monagle (1991) has claimed that "close to 5 million American students do not speak, read, or write in the English language" (p. 13). In some states, non-English speaking students form a large percentage of the total student population. In fact, there are currently seven states in which "25 percent or more of the students are not native-English speakers" (Leslie, Glick & Gordon, 1991, p. 56). Furthermore, it has been noted that "all but a handful of states have at least 1,000 foreign-born youngsters" (Leslie, Glick & Gordon, 1991, p. 56). Because of the large number of non-English speakers, American society has a dualistic nature in which it is divided between demands for the use of English as an official language and the right of immigrant minorities to communicate in their own native languages. There are a number of obstacles which are encountered by non-English speakers in a dual culture such as the United States. Such persons meet with difficulties because English is the primary language in both the schools and in the American society as a whole. In order to fit into the American society, immigrants must become fluent in English as quic
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h-only strategies (Bilingual education, 1991, p. 63). Those who favor bilingual education have also claimed that English-only schools are detrimental to the home lives of nonEnglish speaking children. Because their parents and relatives generally speak only in the native languages, it is feared that English-only can be confusing to young students. Furthermore, the inability of many foreign-born parents to speak English makes it difficult for them to participate in the education of their children when English-only is imposed. Thus, it has been noted that students in bilingual programs are more likely to become proficient in English because they have "stronger parental support" (Bilingual education, 1991, p. 63). Parental support is always a vital aspect in the successful education of young children. Foreign-language parents tend to be more supportive of bilingual programs for their children because such programs enable the students to retain their native languages while learning the new one. The end result of such training is that bilingual students become proficient in both English and the native language of their birth.
It has also been argued that bilingual education is better than the English-only approach because it
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Some common words found in the essay are:
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Approximate Word count = 2846
Approximate Pages = 11 (250 words per page)
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