Bilingualism and biliteracy education
Mastery of more than one language is an important skill that should be promoted among children. This can be cultivated through adoption of favorable learning environments apart from availing the key infrastructures that would promote mastery of this proficiency. It is worth to note that bilingual education involves adoption of a series of programs that enables the use of more than two languages for dissemination of instructions. Through adopting bilingual programs, biliteracy will be promoted among children within the learning environment. These programs should be adopted at early stages among children in order to allow for progressive development of these skills. In most cases, the programs will allow children to maintain their local/native languages while at the same time learning an extra language (McIntyre & Pickering, 1995) Apart from helping improve on their cognitive ability, bilingual programs influence pride of cultures besides other wide benefits that vary from one individual to the other.
A number of research carried on the subject matter makes it clear that children undergoing these multi-language programs normal have improved decision making and problem solving abilities. Owing to increase in globalization, there is an increasing demand in individuals who can effectively communicate and operate in diverse cultures. This demand makes the bilingual programs very important more so in the context of learning institutions (Marian & Shook, 2012)
Over the span of executing these projects, it is worth to not certain basic aspects. Biliteracy guideline depends not on the review level of the understudy, but rather on their perusing level. Watchful regard for oral dialect advancement is basic to the achievement of this model. Understudies should have the capacity to comprehend the stories they are perusing getting to a few wellsprings of data in both their first and second dialect. Along these lines, instructors are urged to bolster the improvement of both the local dialect and the second dialect once a day. (Williams, 2015).
Marian, V., & Shook, A. (2012). The cognitive benefits of being bilingual. Retrieved from http://www.dana.org/Cerebrum/Default.aspx?id=39483
McIntyre, C. W., & Pickering, J. S. (1995). Multisensory structured language programs: Content and principles of instruction. Retrieved from http://www.ldonline.org/article/6332/
Williams, C. P. (2015). Better policies for dual language learners: Bridging research, policy, implementation, and classroom practice. Retrieved from https://static.newamerica.org/attachments/768-better-policies-for-dual-language-learners/Better_Policies_For_DLLs.pdf