Immigrants Should Attend Language Classes Essay !!HOT!!
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There are many fields in which foreign languages are a direct advantage, and some are more obvious than others. If you intend to major in a foreign language, taking that language intensively in high school is a smart decision, but even non-majors should consider the potential impact of foreign language skills in their intended path of study.
Ultimately, there is no easy equation to answer the question of how far you should pursue a foreign language in high school. The answer really relies on a number of individual factors that you will have to weigh when making the choice that is best for you.
The number of program choices you add to your application and the order in which you place them matter! Creating a balanced application can increase your chances of receiving an offer to a program you want to attend. A balanced application should have:
In a major victory for language-minority parents and communities, the Supreme Court struck down the states' restrictive legislation, ruling, in essence, that whereas state governments can legislate the language used for instruction in schools, states may not pass laws that attempt to prevent communities from offering private language classes outside of the regular school system.
Nevertheless, the legacy of these cases, despite agreement in the courts about the need for states to Americanize minorities and their right to control the language used for instruction in public schools, is that minority communities have a clear right to offer private language classes in which their children can learn and maintain their home languages. Thus, the common practice of language-minority communities today in offering heritage language programs after school and on weekends is protected by the U.S. Constitution.
The Lau Remedies specified proper approaches, methods and procedures for (1) identifying and evaluating national-origin-minority students' English-language skills; (2) determining appropriate instructional treatments; (3) deciding when LEP students were ready for mainstream classes; and (4) determining the professional standards to be met by teachers of language-minority children. Under the Lau Remedies, elementary schools were generally required to provide LEP students special English-as-a-second-language instruction as well as academic subject-matter instruction through the students' strongest language until the student achieved proficiency in English sufficient to learn effectively in a monolingual English classroom. (pp. 4-5)
Bilingual education in New York received a further boost a few years later in Rios v. Reed (1978). The case was argued under Title VI of the Civil Rights Act and the EEOA. Puerto Rican parents brought suit claiming that many so-called bilingual education programs were not bilingual but based mainly on ESL. The federal court found the district's bilingual programs to be woefully inadequate, pointing to the lack of trained bilingual teachers and the absence of a clearly defined curriculum, clear entrance and exit criteria, and firm guidelines about how much instruction should be in the native language of the students. Although the court issued no specific remedies, the federal Office of Civil Rights came in to ensure that the district made improvements. This case is significant because it made a strong case for offering bilingual education and for doing it right.
To answer these questions, this new report from the National Academies of Sciences, Engineering, and Medicine summarizes what we know about how immigrants and their descendants are integrating into American society in a range of areas such as education, occupations, health, and language.
From 1894 to 1915, the goals of Progressive reformers influenced education in the United States, since education was seen as a way to teach children the proper values needed to be a productive American citizen. It was thought that society's ills could in part be alleviated by education for all classes that would fit children f