Roadblocks to Bilingualism

Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners Pub Date : 1900-01-01 DOI:10.4018/978-1-5225-8283-0.CH004

John Evar Strid, James Cohen, Autumn Gathings, Raven Stepter, Amor Taylor

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Abstract

Most teacher candidates have little experience with learning other languages. They therefore become cogs in the assimilationist machine that causes immigrants to lose native languages and become monolingual in English (Rumbaut, Massey, & Bean, 2006). In a time of devaluing immigrants (and their languages) and failure on the part of most Americans to learn other languages, educators need to focus on the role of other languages in promoting multicultural understanding and to increase language learning in the US. This chapter examines bilingual teacher candidates' experiences with language learning. For four years, students studying for ESL/bilingual licensure were asked to rate their language abilities, finding that 30% rated themselves as bilingual, with 70.43% of bilinguals describing themselves as heritage speakers. The authors report the overall findings as well as the bilingual heritage speaker candidates' own words on their experiences with language learning and maintaining their bilingualism.

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双语的障碍

大多数教师候选人几乎没有学习其他语言的经验。因此，他们成为同化主义机器中的齿轮，导致移民失去母语，成为英语的单一语言(Rumbaut, Massey， & Bean, 2006)。在一个贬低移民(和他们的语言)和大多数美国人学习其他语言失败的时代，教育工作者需要关注其他语言在促进多元文化理解和增加美国语言学习方面的作用。本章考察双语教师候选人在语言学习方面的经验。四年来，学习ESL/双语执照的学生被要求评估他们的语言能力，发现30%的人认为自己是双语者，70.43%的双语者称自己是传统的说话者。作者报告了总体调查结果，以及双语传承者候选人自己的语言学习和保持双语能力的经历。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners

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