Bilingual education programs use both the student's native language and English for instruction. In support of these programs, English Plus advocates cite research that emphasizes the positive influence native language development has on second language proficiency. Lack of first language development has been shown, in some cases, to inhibit the level of second language proficiency and cognitive academic development (Hakuta, 1990).
Krashen (1992) suggests that successful bilingual education programs actually result in faster acquisition of English. Content matter taught in the native language can be transferred to the second language. In the regular classroom, confronted with both concepts and language that are not comprehensible to them, limited English speakers learn neither the content nor the language. Research indicates that language acquisition occurs only when incoming messages can be understood (Krashen, 1992).
Official English proponents believe that bilingual education programs advocate maintenance of native languages and cultures at the expense of English, and that they encourage children not to learn English or become part of American society. They suggest that by teaching students English as quickly as possible, schools "make it clear to immigrant parents and children alike that mastery of English is indispensable for one's becoming a full member of American society" (English Language Amendment, 1984).
Krashen (1992) suggests that successful bilingual education programs actually result in faster acquisition of English. Content matter taught in the native language can be transferred to the second language. In the regular classroom, confronted with both concepts and language that are not comprehensible to them, limited English speakers learn neither the content nor the language. Research indicates that language acquisition occurs only when incoming messages can be understood (Krashen, 1992).
Official English proponents believe that bilingual education programs advocate maintenance of native languages and cultures at the expense of English, and that they encourage children not to learn English or become part of American society. They suggest that by teaching students English as quickly as possible, schools "make it clear to immigrant parents and children alike that mastery of English is indispensable for one's becoming a full member of American society" (English Language Amendment, 1984).
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