EFL/ESL Homework Help

Predominantly, bilingual education has been understood as an essential issue in the United States due to the constantly increasing flow of migrating people from non-English speaking regions and countries. Up to the present, bilingual education has a lack of structured approaches, which causes the existence of several uncoordinated educational programs, created in a slapdash way. Linguists provide a lot of peer reviewed articles, which criticize low efficiency of such programs: thus, a submersion program forces the student to acquire education completely in English; a transitional program implies that the students learn English while having classes in their native language; finally, a separatist program proposes that the students are to be taught in their own language with little place for learning English. Such programs and direction were used for the creation of sheltered English instructions – ESL (English as Secondary Language), ESOL (English for Speakers of Other Languages), which now is being substituted be EFL (English as Foreign Language).

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Predominantly, bilingual education has been understood as an essential issue in the United States due to the constantly increasing flow of migrating people from non-English speaking regions and countries. Up to the present, bilingual education has a lack of structured approaches, which causes the existence of several uncoordinated educational programs, created in a slapdash way. Linguists provide a lot of peer reviewed articles, which criticize low efficiency of such programs: thus, a submersion program forces the student to acquire education completely in English; a transitional program implies that the students learn English while having classes in their native language; finally, a separatist program proposes that the students are to be taught in their own language with little place for learning English. Such programs and direction were used for the creation of sheltered English instructions – ESL (English as Secondary Language), ESOL (English for Speakers of Other Languages), which now is being substituted be EFL (English as Foreign Language).

There are different views on programs for bilingual education in the United States. But how an appropriate EFL/ESL homework help can be provided, if the quality of programs is perceived as more important than the quality of bilingual education itself? Obviously, the program may be estimated as sufficiently good only if it helps students reach English proficiency without having to sacrifice their home cultures and languages. Subsequently, these students will be able to attain a rightful place in American society. Although, skeptics and opponents of bilingual education claim that however successful is the implementation of a linguistic program, “native” American students are still in a more advantageous position, for example, it is much easier for them to come out from tasks with good essay topics than for "non-native" students. Also, opponents argue that bilingual education is highly ineffective in comparison with an English-only curriculum. The knowledge of English has become indispensable, nevertheless: whether students intend to go to college or find a good job. So, what is the main reason of such linguistic inequality and what is to be done for improvement of bilingual education?

As the American economic structure is being changed by the development of the global economy, we infrequently should decide between making a business plan and improving language-based social models. A completely new educational model must comprise deep care for the individual’s development and growth, rather than an orientation on an economic imperative. It is pretty clear that a proper bilingual program must not only include instructions for EFL/ESL homework help but also unify language minority and majority students in a thoroughly designed curricular setting. Bilingual programs, based on an ethic of genuine caring would stimulate conversations between students and their teacher as well as promote a deeper understanding between participants and support the relationship.

The validity of the conception of care was widely supported by research data, and the conclusions are as follows:

  • the study of English-language performance in "non-native Americans", provided by Cummins and Danesi (1990), showed that positive attitude and self-esteem of students tend to be enhanced when the students retain their home language. Consequently, if we want our students to perform better in comparison with mainstreamed students, we had better stick to an advanced transitional program
  • studying productivity of non-English speaking students (among which were also students’ works, written in MLA essay format) Glover (1998) has arrived at a conclusion that students acquire language skills faster and master their academic vocabulary more effectively in a structured environment. Students should avoid the stressful situation of being in a class where they can comprehend only a tiny bit of what the others are talking about. Obviously, there should be graduate immersion in a medium of English speakers, so that the student can confidently develop competence in his or her schoolwork.
  • Delpit (1995) argues that connection with the child's cultural background and respect for child's home language and community are necessary so as to avoid alienation and cultural misunderstanding. The knowledge of how to start a thesis is certainly less important than cooperation and consultation with children's parents; thus, it is of top-priority that a limited-English-proficiency student can feel himself or herself a part of big and friendly multilingual community
  • finally, the studies performed by Doyle (1978) and Swain (1972) show that, naturally, bilingual children are more creative, inventive and flexible in their language, and they have richer vocabularies, as well. As one of the Doyle's case study definition claims, there were observed certain improvements in metalinguistic attributes and the enhancing in creativity and thinking in children from different bilingual media;.

Therefore, if our educational system still has the purpose to educate and raise the entire student, we are to implement an ethic of caring in bilingual education as fast as possible. It is essential that our social institutions are being led by compassionate and productive but not obsessive individuals, because only such people are worth admiration and trust of younger generations. Thus, all the aforementioned aspects can be successfully used to create a functional model of proper bilingual education.

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