Language Education

How to Get Language Education

2011-11-03T09:16:00.001-07:00

Language education is the educational process that allows a student to learn about new languages and to study them in depth. While the student may learn to speak the language themselves during this type of education, in addition to this, the student is likely to gain much more than just a basic education. They are also able to learn the background of that language and every other aspect of this area.

When you want to get this type of language education, or any other specialized type of education in the area of humanities, you do need to focus on what the school has to offer to you. The following tips will help you through that process.

• What type of languages background do you have in this area? The school that you choose needs to be known from its high level of educational options in this area in order for your degree to be valuable.
• What are the overall options that you can choose from? Most of the time, you want options in this area of humanities. It goes without saying that you need to get this type of education in a way that is interesting to you.

• Consider other factors outside of the actual education that you will receive, such as the school's policies, resources, faculty, tuition assistance options and even the school's education options such as learning online.

When it comes down to it, language education can only be as successful as the student who is enrolled in it. In other words, you need to choose a program that is going to meet with your overall goals and you want to focus on a program that is of interest to you. That makes it a better choice for you across the board. Keep in mind, you do have plenty of options to choose from.

The Long Term Consequences of Arabic Language Education in Pakistan

2011-11-03T09:15:00.000-07:00

The role of national languages in defining and articulating national identities is a hackneyed subject, but, somehow, the privileging of learning a sacred language has not been explored much in the debates on nationalism. In this brief article, I intend to draw attention to the rise of Arabic studies in Pakistan and its long-term consequences for the Pakistani public sphere.

In his 1983 book Imagined Communities, Benedict Anderson provides three major causes for the waning of the pre-national empires and the rise of modern nation-states. One of the reasons, according to Anderson, was the rise of vernacular languages in place of what were considered the sacred languages, Latin and Arabic included. I have long maintained that Anderson misses the point as he only looks at the official use of these languages and not about the symbolic aspects of their power. In case of Arabic, for example, while it never was the official language of Muslim India, it still remains a language that wields immense symbolic power.

In fact, this symbolic power never really recedes and actually comes to haunt and shape the politics of Pakistan in the mid nineteen seventies. Those of us who are old enough to remember it probably know that until the mid-seventies, most of the government schools offered Persian as a second language. There were quite a few reasons for it: Persian, having been the lingua franca of the Mughal court, had been the language of Muslim administration of Northern India for quite some time; Persian was also a mother language for Urdu language and Urdu poetry and prose; Persian was also a language that, at least, impacted the border regions of both Balochistan and Khyber Pakhtunkhwa, and, most importantly, Persian was the language of our close RCD ally, Iran.

In the mid seventies as the Shah of Iran was deposed, the Saudis emerged as the leading powerbrokers in the Islamic world. One aspect of their deep investment into Pakistani culture was the replacement of Persian as a second language with Arabic. This shift also suited Zia-ul-Haq who was using Islamization as a legitimating strategy for his power. We could have not guessed it then but this choice of a second "sacred" language has had long-tem, negative consequences in defining Pakistani nationhood.

When we learned Persian as a second language, we learned it as language of poetry with a deep awareness of its place in the Pakistani secular sphere; we never associated it with religion as it was not considered a sacred language, not even by our Shia brothers or sisters who, despite their affiliations with Iran, still considered Arabic the primary sacred language. Persian as a language of high culture had the capacity to structures our desires about a larger culture of art without much emphasis on religious sentiment. How many of us can very easily recall names of Persian poets: Hafiz, Saadi, Khayyam, Attar, Rumi. Now, try recalling the names of Arab poets: I am drawing a blank (This is not to imply Arab literature is not rich). The introduction of Arabic as a second language in Pakistani schools concretized Pakistani identity as inherently Islamic and restructured our desires in Islamist terms.

This language learning was no longer about its utility as a language of commerce or secular culture: its single utility was as that of the sacred language, as the language of the Qur'an. Our flirtation with Arabic, therefore, was deeply religious just as it was for those who experienced it every day in reading the Qur'an or listening to the Arabic calls for prayer. Now there is nothing wrong with this experience, for Pakistan, after all, is a predominantly Muslim country. But introducing Arabic as a second language in our schools also caused two effects: it reasserted a supranational, historical sacred and it structured our perception of the nation in predominantly Muslim terms. Thus, the children from religious minorities, for whom Arabic was not really a sacred language, in a way, could be considered less Pakistani than their Muslim counterparts. Also, as the language was sacred, our expectations of it also became religious for when we learn Arabic in the classroom we do not necessarily go looking for works by Arab authors such as Naguib Mahfouz or Aliffa Riffat. Chances are that by learning Arabic we also learn to direct our attention to the Qur'an as a sacred text but also as the most important text for a Pakistani identity, a practice that was already quite established in the madrassas. With the introduction of Arabic as a second language in our school system, thus, the federally funded school system also, in symbolic terms, became an extension of the madrassas.

Thus, while our students never learn much about the various languages of their own nation, they do learn a language that puts their expectations beyond the nation-state (Saudi Arabia) and structures their loyalty for a glorious past that never really existed but is inherently supranational and idealized. In this way, it seems, in terms of structuring of desires that inform our politics, the introduction of Arabic in our school systems has worked to weaken the teaching of the nation and replaced it with an atavistic and uncritical engagement with those regions of the world that are "sacred" but also represent the most undemocratic and repressive regimes on the planet.

For the postcolonial nations, national languages play an important role in creating a sense of the nation especially through literary artifacts. Sadly, this important role has been deeply contested in case of Urdu by insertion of a foreign and "sacred" language. There is nothing wrong with a post-national politics of a cosmopolitan national identity; in fact I find it extremely important for any nation but especially for Pakistan. But, as Fanon suggests toward the end of The Wretched of The Earth, a post-national identity-especially the one invested in the past-cannot precede the creation of a national identity. In case of Pakistan privileging regional languages and enhancing our study of Urdu and Urdu literature would help in reinvesting our desires in the nation instead of aligning our politics and emotions with a mythical Muslim-Arab past.

Dual Language Education

2011-11-03T09:14:00.000-07:00

In the midst of multiple international conflicts, an interwoven global economy and the shrinking nature of our techno-driven world, language learning can no longer be considered an elective subject, but should rather be a necessary core to modern education. Typically, we put language learning on hold through much of elementary school, but this is the time when children's minds are most adept for absorbing words and languages.

Schools throughout the country are realizing this need and implementing Dual Language Education.

From neighborhood schools to charters and magnets, these schools are providing their students with greater opportunity to academically compete with students abroad by diversifying their skill sets in areas of communication, problem-solving, critical thinking, and analysis. Some education leaders are even predicting that dual language education will be the future of American schools.

Dual Language Education vs. ESL/ESOL

Dual Language Education is often confused with ESL/ESOL programs. While there are similarities between the two, there are major differences in their agendas.

The Breakdown: Compare & Contrast

Dual Language Education
- Schoolwide approach
- Goal: To provide ALL students with the skills (reading, writing, speaking and listening) necessary to become fluent in both languages
- Programs usually begin at a young age (kindergarten or 1st grade) and continue for at least five years
- Students automatically opt in by enrolling in the school
- Depending on the type of program, requirements are placed on instructional time in partner language
- Not available in every school

ESL/ESOL
- Select group of students
- Goal: To provide non-native English-speaking students with the proper skills (reading, writing, speaking, and listening) necessary for academic success
- Program entrance is on an individual basis and can begin at any grade for any length of period
- Students may opt in or may be chosen based on entrance exams/placement tests
- Program is supplemental to classroom curriculum
- Most public schools have ESL/ESOL

Variation in Dual Language Education
Within the last few years, there has been a steady increase in the number of dual language programs throughout the United States. Results vary depending on the type of program and structure implemented however overall results remain positive. Parents and educators have taken great interest in such programs because they feel they will provide students with multilevel thinking strategies, stronger linguistic skills, and greater communication skills to succeed in the interdependent world.

Dual language programs can be classified into four categories:

1. Two-way Immersion- This type of program requires an enrollment of both native English-speaking students and native speaking students of the partner language. Schools may choose to implement programs that are either full-immersion (50-50 model) or partial-immersion (90-10 model). Both immersion programs have been proven to have high success rates.

2. Heritage Language Programs- Participants of this language program are dominant in the English language but have parents, grandparents or other ancestors fluent in the partner language. This program addresses the needs of heritage language learners.

3. Foreign Language Immersion- Also known as one-way immersion, foreign language immersion involves students that are native English speakers in hopes to become fluent in the partner language. It is more in-depth than spending a portion of your day in Spanish class or French class.

4. Developmental Bilingual Programs- Enrollment in this type of program is specific to those who are native speakers of the partner language. Participants of this program will develop the necessary skills and strategies to not only succeed academically, but also be fully proficient and comfortable in both languages.

Currently, the vast majority of dual language programs in the U.S. are in English and Spanish however other languages with growing popularity include: Arabic, Chinese, Japanese, and Korean.

These variances in languages are a determined by a combination of factors including, but not limited to, school district demographics, community needs, and educator or student interest. Dual language programs are most commonly used in states such as Texas, New Mexico, California, and Hawaii however schools nationwide are looking into implementing this type of curriculum.

Success of Dual Language Education
Singapore's current national bilingual education policy is an excellent example of how successful these programs can be.

By government order, students in the Singaporean education system are required to learn two languages, English and one of the other three official main languages of the country (Mandarin, Malay or Tamil). This has allowed nearly the entire literate population of Singapore to be fully bilingual all while unifying all members of its nation without sacrifice to any heritage.

E.K. Garcia is a writer for TeachHUB.com-- a new, free online resource center specific to the needs of K-12 students and educators. This stand-alone resource center has made thousands of classroom-tested and teacher-approved strategies, tools and recommendations available in one convenient location.

Special Education Language - 10 Acronyms You Should Know

2011-11-03T09:12:00.000-07:00

The Special Education system in Ontario has a language of its own. If you are the parent of a child who has been recently identified as exceptional by the school board, you can get lost in the language during your first school meetings. There are many acronyms that are used by school administrators and school staff and most often they don't think about the fact that parents may not understand their "language". So it's up to the parents to become knowledgeable about the language of special education. In this article, I am going to explain the meanings of ten of the most important acronyms in special education.

IEP - Individual Education Plan.

The IEP is a document that lists the strengths and needs, and the programs, services, accommodations and supports that are required by a particular student. It lists the annual goals in each alternative or modified subject area, as well as the learning expectations for each term, which are determined by the student's strengths and needs. A student does not have to be formally identified as an exceptional student to receive an IEP. But if the student is formally identified by an IPRC, it is a requirement of the Regulation 181/98 of the Education Act that they receive an IEP.

IPRC - Identification, Placement and Review Committee.

The IPRC is composed of at least three persons, one of whom must be a principal or supervisory officer of the school board. At annual meetings, where the parents are invited to attend, the committee decides whether or not the student should be identified as exceptional and if so, which category of exceptionality. They also decide on an appropriate placement for the student. The parents can either agree to the decisions, or appeal the decisions.

OEN - Ontario Education Number

Parents will notice the OEN on school documents such as the report card. A unique OEN is assigned to every student across the province by the Ministry of Education. The same number will follow the student through his or her elementary and secondary education and will be indicated on all of his or her school records.

OSR - Ontario Student Record

The OSR is a record of a student's educational progress through school. The contents are to be used by school staff for the purpose of "improvement of instruction" of the student, according to the Education Act. Parents are to be told about the purpose of the OSR and its contents. They must be allowed to have access to all of the information contained in the OSR.

EQAO - Education Quality and Accountability Office

EQAO is an arm's-length agency that provides information about student achievement in Ontario, based on periodic assessments. This is basically to see how the teachers, the school boards, and the educational system in general are performing. When students are in grade 3 and again in grade 6 they are required to take reading, writing, and math tests administered by the EQAO. They are also required to take a math test in grade 9. However, the principal is authorized to exempt students from taking any or all of the tests if they are unable to participate for reasons such as a developmental disability.

SERT- Special Education Resource Teacher

There is usually one in every school. As the name implies this teacher is a resource for regular classroom teachers. He or she consults with classroom teachers regarding students who have IEPs and are placed in the regular class. In fact the SERT is usually the lead person in charge of developing the IEP for these students. Sometimes small groups of students are withdrawn from the regular class to a resource room for more intensive instruction in math and language. This class is run by the SERT.

EA - Educational Assistant

EAs are assigned to classrooms, either regular class or small placement, to support students as part of a multidisciplinary team. They also help teachers with non-instructional tasks. In some school boards, EAs may have the same duties as described below for SNAs.

SNA - Special Needs Assistant

The SNA supports students with special educational needs, usually in a special education classroom, under the supervision of a special education teacher. In addition to helping with their learning needs, duties may include assisting with the students' safety and physical needs, including hygiene and feeding, as well as assisting with therapy sessions.

ABA - Applied Behaviour Analysis

ABA methods are best known for treating people with autism and other developmental disabilities.ABA methods are based on scientific principles of learning and behaviour to build useful repertoires of behaviour and reduce problematic ones. The undesired behaviour(s) are clearly defined and recorded, and the antecedents and reinforcers of the undesired behaviour(s) are analysed. Individualized programs are developed based on this information. The teacher must collect and analyze the data on an ongoing basis in order to measure the student's progress in each of the program areas. The program must be altered as necessary to maintain or increase a student's success.

TEACCH - Treatment and Education of Autistic and Communication related handicapped Children.

Intervention strategies include clear and explicit expectations, physical and visual structure, schedules, work systems and task organization. The goal is to allow children with autism to develop skills so that they can be independent of direct adult prompting.

These ten acronyms are just the tip of the iceberg. Take some time to learn some of the "language" of Special Education and you will be a better advocate for your son or daughter with special needs.

Karen Robinson at AFASE at school http://www.afase.com provides special education advocacy training and consulting services to parents and guardians whose children are challenged by autism and other developmental disabilities.