Addressing Language Barriers in Education
The high rate of Hispanic student dropout in America is as a result of language barriers in education. As suggested by Van Herk (2012), the self-fulfilling prophecy leads many teachers to have fewer expectations for learners with weaker language variety, therefore, providing less instruction and guidance leading to poor performance and eventual dropout.
To fully address the language barriers to eduactionvariety and multiculturalism barriers to education, the educators, policymakers and instructors should adopt the contrastive analysis of addressing dialect differences (Charity 2007).In this method, students are trained to identify precise ways in which their native language is different from the standard language. They are taught to understand contexts, structure and form of language to conform to standard methods of applying language in communication. This method is specifically efficient in a complete second language acquisition process.
Students can also be taught to imitate Standard English language during informal discourse such as during play instead of insisting on formal acquisitions. By allowing nonnative English speakers to interact more with their English speaking counterparts, the process of language acquisition is accelerated as compared to teaching them English. Students tend to learn a language easier and faster from their peers (Charity et al., 2004).
Language immersion programs are central to reducing the barrier of language in education. Through these programs, Hispanic students are taught in both English and Latino through code-switching by bilingual teachers. These teachers help them understand concepts by integrating both languages in the teaching process. Students can also devote extra time after school to synthesize knowledge of the standard language through continual practice and repetitions.
References
Gerald Van Herk, (2012).What is Sociolinguistic, Blackwell Publishers.
Charity, A, Hollis S,& Darion M, (2004).Familiarity with school English in African American children and its relation to early reading achievement. Child Development 75, no. 5: 1340–56.
Charity,A .(2007). Regional differences in low SES African-American children’s speech in the school setting. Language variation and Change 19: 281–93.